Assessment of fear in children with an autism spectrum disorder / Laura B. TURNER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1203-1210 Titre : Assessment of fear in children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura B. TURNER, Auteur ; Raymond G. ROMANCZYK, Auteur Année de publication : 2012 Article en page(s) : p.1203-1210 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Fear  Behavioral assessment Index. décimale : PER Périodiques Résumé : Although intense fears have been reported in up to 64% of children with an autism spectrum disorder (ASD), little is known about the phenomenology of fear in this population. This study assessed the relationship between fear and core symptoms of autism in children with an ASD. In Phase I of this study, parents of 41 children with an ASD completed the PDD Behavior Inventory (PDDBI) and a survey of their child's fears. Social communication abilities were positively correlated with overall levels of fear in children with an ASD. In Phase II the correspondence between parent report of children's fear and direct systematic observations of children's fear reactions was assessed. Results showed poor correspondence between the two assessment methods. Implications of both assessment methods are discussed as well as limitations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Assessment of fear in children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Laura B. TURNER, Auteur ; Raymond G. ROMANCZYK, Auteur . - 2012 . - p.1203-1210. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1203-1210 Mots-clés : Autism spectrum disorder  Fear  Behavioral assessment Index. décimale : PER Périodiques Résumé : Although intense fears have been reported in up to 64% of children with an autism spectrum disorder (ASD), little is known about the phenomenology of fear in this population. This study assessed the relationship between fear and core symptoms of autism in children with an ASD. In Phase I of this study, parents of 41 children with an ASD completed the PDD Behavior Inventory (PDDBI) and a survey of their child's fears. Social communication abilities were positively correlated with overall levels of fear in children with an ASD. In Phase II the correspondence between parent report of children's fear and direct systematic observations of children's fear reactions was assessed. Results showed poor correspondence between the two assessment methods. Implications of both assessment methods are discussed as well as limitations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Assessment of feeding problems in children with autism spectrum disorder / Courtney A. APONTE in Research in Autism Spectrum Disorders, 21 (January 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 21 (January 2016) . - p.61-72 Titre : Assessment of feeding problems in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney A. APONTE, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.61-72 Langues : Anglais (eng) Mots-clés : Assessment  Autism spectrum disorder (ASD)  Feeding Index. décimale : PER Périodiques Résumé : There is growing, but inconsistent, literature on feeding problems for children with Autism Spectrum Disorder. The purposes of this study were to (a) investigate the relation of feeding problems to autism severity, (b) assess the validity of parent-report questionnaires widely used to assess feeding problems in terms of their relation to systematic behavior observations, and (c) determine the relation between child feeding behavior and family mealtime environment. Thirty-eight children and their parents participated in the study. Parents completed questionnaires, and both parents and children participated in mealtime observations. Results indicated that autism severity predicted scores on a measure of feeding problems as well as the duration of negative vocalizations during meal observations. Food Frequency Questionnaires better predicted behavior during meals than the Brief Mealtime Autism Behavior Inventory. Family environment alone did not explain feeding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] Assessment of feeding problems in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Courtney A. APONTE, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.61-72. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.61-72 Mots-clés : Assessment  Autism spectrum disorder (ASD)  Feeding Index. décimale : PER Périodiques Résumé : There is growing, but inconsistent, literature on feeding problems for children with Autism Spectrum Disorder. The purposes of this study were to (a) investigate the relation of feeding problems to autism severity, (b) assess the validity of parent-report questionnaires widely used to assess feeding problems in terms of their relation to systematic behavior observations, and (c) determine the relation between child feeding behavior and family mealtime environment. Thirty-eight children and their parents participated in the study. Parents completed questionnaires, and both parents and children participated in mealtime observations. Results indicated that autism severity predicted scores on a measure of feeding problems as well as the duration of negative vocalizations during meal observations. Food Frequency Questionnaires better predicted behavior during meals than the Brief Mealtime Autism Behavior Inventory. Family environment alone did not explain feeding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children / Jennifer M. GILLIS in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.351-360 Titre : Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Emily H. CALLAHAN, Auteur Année de publication : 2011 Article en page(s) : p.351-360 Langues : Anglais (eng) Mots-clés : Autism Social-interactions Behavioral-Assessment Index. décimale : PER Périodiques Résumé : There are a limited number of assessments available to examine social skills deficits in young children with Autism Spectrum Disorders (ASDs). The Behavioral Assessment of Social Interactions in Young Children (BASYC) was developed as a direct assessment of social deficits in young children with ASD relative to children without ASD. The BASYC is a semi-structured assessment designed to be administered by clinicians and teachers working with children with a possible ASD. The purpose of this study was to determine whether the BASYC discriminates social behaviors between children with and without ASD. There were 77 participants (n = 48 children with ASD; n = 29 children without ASD) in this study. Scores on the BASYC significantly predict group membership. Sensitivity and specificity of the BASYC was .977 and .871, respectively. Item discrimination indices revealed that the majority of items on the Social Responsivity scale discriminated well between groups; however, this was not the case for the Social Initiation scale. Although additional research is required, the BASYC is currently an instrument that is easy to administer, discriminates well between children with and without ASD based on social behaviors and may assist in goal planning and monitoring of social skills treatment progress. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children [Texte imprimé et/ou numérique] / Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Emily H. CALLAHAN, Auteur . - 2011 . - p.351-360. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.351-360 Mots-clés : Autism Social-interactions Behavioral-Assessment Index. décimale : PER Périodiques Résumé : There are a limited number of assessments available to examine social skills deficits in young children with Autism Spectrum Disorders (ASDs). The Behavioral Assessment of Social Interactions in Young Children (BASYC) was developed as a direct assessment of social deficits in young children with ASD relative to children without ASD. The BASYC is a semi-structured assessment designed to be administered by clinicians and teachers working with children with a possible ASD. The purpose of this study was to determine whether the BASYC discriminates social behaviors between children with and without ASD. There were 77 participants (n = 48 children with ASD; n = 29 children without ASD) in this study. Scores on the BASYC significantly predict group membership. Sensitivity and specificity of the BASYC was .977 and .871, respectively. Item discrimination indices revealed that the majority of items on the Social Responsivity scale discriminated well between groups; however, this was not the case for the Social Initiation scale. Although additional research is required, the BASYC is currently an instrument that is easy to administer, discriminates well between children with and without ASD based on social behaviors and may assist in goal planning and monitoring of social skills treatment progress. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder / Abbey J. MCCLEMONT in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Titre : Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1781-1788 Langues : Anglais (eng) Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1781-1788. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders / Ashley L. JOHNSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060 Titre : A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Année de publication : 2012 Article en page(s) : p.1053-1060 Langues : Anglais (eng) Mots-clés : Autism  Joint attention  Social orienting  Imitation  Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - 2012 . - p.1053-1060. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060 Mots-clés : Autism  Joint attention  Social orienting  Imitation  Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Classification of children with autism spectrum disorders: A finite mixture modeling approach to heterogeneity / Rose F. EAGLE in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

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Comprehensive Treatment Packages for ASD: Perceived vs. Proven Effectiveness / Raymond G. ROMANCZYK

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Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors / H. E. MORTON in Autism, 23-7 (October 2019)  

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Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth / Hannah E. MORTON in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

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Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness / Jennifer M. GILLIS in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

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Supervision of children with an autism spectrum disorder in the context of unintentional injury / Rachel N. S. CAVALARI in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

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The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity / Emily H. CALLAHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

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Using the PDD Behavior Inventory as a Level 2 Screener: A Classification and Regression Trees Analysis / Ira L. COHEN in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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