Autism Spectrum Disorder Versus Intellectual Disability / Bruce L. BAKER ; Christine T. MOODY

Public ISBD in Differential diagnosis of autism spectrum disorder / Katherine K. M. STAVROPOULOS Titre : Autism Spectrum Disorder Versus Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Bruce L. BAKER, Auteur ; Christine T. MOODY, Auteur Année de publication : 2022 Importance : p.22-43 Langues : Anglais (eng) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Among individuals on the autism spectrum, intellectual disability (ID) is one of the most common co-occurring diagnoses. ID is a neurodevelopmental disorder characterized by impairments in intellectual and adaptive functioning. Such impairments can impact domains implicated in autism spectrum disorder (ASD), such as social communication. Thus, it is essential for diagnosing practictioners to be well-versed in the symptoms and assessment of both ASD and ID, especially in the context of one another. This chapter provides an overview of ID, outlines guiding considerations for differential diagnosis with ASD, and highlights additional needs in a diagnostic assessment when these diagnoses are being evaluated (e.g., evaluation of mental health and behavioral problems). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 in Differential diagnosis of autism spectrum disorder / Katherine K. M. STAVROPOULOS Autism Spectrum Disorder Versus Intellectual Disability [Texte imprimé et/ou numérique] / Bruce L. BAKER, Auteur ; Christine T. MOODY, Auteur . - 2022 . - p.22-43. Langues : Anglais (eng) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : Among individuals on the autism spectrum, intellectual disability (ID) is one of the most common co-occurring diagnoses. ID is a neurodevelopmental disorder characterized by impairments in intellectual and adaptive functioning. Such impairments can impact domains implicated in autism spectrum disorder (ASD), such as social communication. Thus, it is essential for diagnosing practictioners to be well-versed in the symptoms and assessment of both ASD and ID, especially in the context of one another. This chapter provides an overview of ID, outlines guiding considerations for differential diagnosis with ASD, and highlights additional needs in a diagnostic assessment when these diagnoses are being evaluated (e.g., evaluation of mental health and behavioral problems). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

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Efficacy of PEERS® for Adolescents via Telehealth Delivery / Jasper A. ESTABILLO 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.5232-5242 Titre : Efficacy of PEERS® for Adolescents via Telehealth Delivery Type de document : Texte imprimé et/ou numérique Auteurs : Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Solene J. POULHAZAN, Auteur ; Laura H. ADERY, Auteur ; Elizabeth M. DENLUCK, Auteur ; Elizabeth A. LAUGESON, Auteur Année de publication : 2022 Article en page(s) : p.5232-5242 Langues : Anglais (eng) Mots-clés : Adolescent  Humans  Autism Spectrum Disorder  Peer Group  Social Skills  Telemedicine  Autism spectrum disorder  Peers®  Social skills intervention  Telehealth  manuals. JAE, CTM, SJP, LHA, and EMD have no interests to declare. Index. décimale : PER Périodiques Résumé : PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. The efficacy and effectiveness of PEERS® are well established; however, limited data on PEERS® via telehealth delivery exist. The current study aimed to examine the efficacy of PEERS® for Adolescents via telehealth and compare outcomes between telehealth and in-person modalities. Thirty-one adolescents (M(age)=13.77, SD=2.14) participated in telehealth groups, and outcomes were compared with 212 adolescents (M(age)=14.02, SD=2.00) from in-person groups. Findings demonstrate PEERS® for Adolescents via telehealth results in significant improvements in social skills knowledge, social responsiveness, overall social skills and problem behaviors, and social engagement. Telehealth outcomes are relatively equivalent to in-person delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05580-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Efficacy of PEERS® for Adolescents via Telehealth Delivery [Texte imprimé et/ou numérique] / Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Solene J. POULHAZAN, Auteur ; Laura H. ADERY, Auteur ; Elizabeth M. DENLUCK, Auteur ; Elizabeth A. LAUGESON, Auteur . - 2022 . - p.5232-5242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5232-5242 Mots-clés : Adolescent  Humans  Autism Spectrum Disorder  Peer Group  Social Skills  Telemedicine  Autism spectrum disorder  Peers®  Social skills intervention  Telehealth  manuals. JAE, CTM, SJP, LHA, and EMD have no interests to declare. Index. décimale : PER Périodiques Résumé : PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. The efficacy and effectiveness of PEERS® are well established; however, limited data on PEERS® via telehealth delivery exist. The current study aimed to examine the efficacy of PEERS® for Adolescents via telehealth and compare outcomes between telehealth and in-person modalities. Thirty-one adolescents (M(age)=13.77, SD=2.14) participated in telehealth groups, and outcomes were compared with 212 adolescents (M(age)=14.02, SD=2.00) from in-person groups. Findings demonstrate PEERS® for Adolescents via telehealth results in significant improvements in social skills knowledge, social responsiveness, overall social skills and problem behaviors, and social engagement. Telehealth outcomes are relatively equivalent to in-person delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05580-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

"I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.831-843 Titre : "I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lauren D. BERKOVITS, Auteur ; Christine T. MOODY, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.831-843 Langues : Anglais (eng) Mots-clés : ASD diagnosis  Adolescence  Self-perceptions  Well-being Index. décimale : PER Périodiques Résumé : There is minimal research regarding the personal experiences and perceptions of youth with autism spectrum disorder (ASD). Yet, the positive and negative perceptions that youth internalize about their diagnoses are crucial, as they may have a strong impact on individuals' self-concept and well-being. This paper utilizes mixed methods to describe the perceptions of 38 adolescents with ASD about their diagnoses, as elicited via semi-structured interviews. Quantitative analyses explore links between youths' perceptions and other aspects of their social-emotional well-being. Implications are highlighted regarding the importance of shifting the narrative that individuals with ASD develop about themselves and their diagnoses. En ligne : http://dx.doi.org/10.1007/s10803-019-04309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] "I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lauren D. BERKOVITS, Auteur ; Christine T. MOODY, Auteur ; Jan BLACHER, Auteur . - p.831-843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.831-843 Mots-clés : ASD diagnosis  Adolescence  Self-perceptions  Well-being Index. décimale : PER Périodiques Résumé : There is minimal research regarding the personal experiences and perceptions of youth with autism spectrum disorder (ASD). Yet, the positive and negative perceptions that youth internalize about their diagnoses are crucial, as they may have a strong impact on individuals' self-concept and well-being. This paper utilizes mixed methods to describe the perceptions of 38 adolescents with ASD about their diagnoses, as elicited via semi-structured interviews. Quantitative analyses explore links between youths' perceptions and other aspects of their social-emotional well-being. Implications are highlighted regarding the importance of shifting the narrative that individuals with ASD develop about themselves and their diagnoses. En ligne : http://dx.doi.org/10.1007/s10803-019-04309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder / Isita TRIPATHI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626 Titre : Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.2610-2626 Langues : Anglais (eng) Mots-clés : Autism  Long-term outcomes  Peers®  Preschool  Social skills Index. décimale : PER Périodiques Résumé : Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05147-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.2610-2626. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626 Mots-clés : Autism  Long-term outcomes  Peers®  Preschool  Social skills Index. décimale : PER Périodiques Résumé : Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05147-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers / Christine T. MOODY ; Elizabeth A. LAUGESON in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.390?402 Titre : Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.390?402 Mots-clés : autism spectrum disorders  family functioning and support  interventions?psychosocial/behavioral  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents? treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, a group-based social skills intervention for young autistic children with social challenges. Twenty-four parents reported on outcomes and participated in semi-structured interviews 1?5?years after program completion. Inductive thematic analysis was used to categorize parent responses across four domains: Parenting behaviors, Child Outcomes, Parent Perspectives, and Challenges within Treatment. Results demonstrated an overall positive impact of PEERS® for Preschoolers, with children displaying increased social competence in peer interactions and parents emphasizing greater positivity, new parenting strategies, increased understanding, and more robust community support. Mixed methods analyses revealed that parents who endorsed continued use of social coaching skills, in particular priming and preparing their child for social interactions, showed greater improvements in long-term child functioning and parenting stress. Findings validate the efficacy of PEERS® for Preschoolers, while emphasizing the value of providing strengths-based coaching and social supports to parents participating in social skills treatment for children on the autism spectrum. Lay abstract Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child?s progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1?5?years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent. En ligne : https://dx.doi.org/10.1177/13623613231172314 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers [Texte imprimé et/ou numérique] / Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.390?402. in Autism > 28-2 (February 2024) . - p.390?402 Mots-clés : autism spectrum disorders  family functioning and support  interventions?psychosocial/behavioral  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents? treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, a group-based social skills intervention for young autistic children with social challenges. Twenty-four parents reported on outcomes and participated in semi-structured interviews 1?5?years after program completion. Inductive thematic analysis was used to categorize parent responses across four domains: Parenting behaviors, Child Outcomes, Parent Perspectives, and Challenges within Treatment. Results demonstrated an overall positive impact of PEERS® for Preschoolers, with children displaying increased social competence in peer interactions and parents emphasizing greater positivity, new parenting strategies, increased understanding, and more robust community support. Mixed methods analyses revealed that parents who endorsed continued use of social coaching skills, in particular priming and preparing their child for social interactions, showed greater improvements in long-term child functioning and parenting stress. Findings validate the efficacy of PEERS® for Preschoolers, while emphasizing the value of providing strengths-based coaching and social supports to parents participating in social skills treatment for children on the autism spectrum. Lay abstract Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child?s progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1?5?years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent. En ligne : https://dx.doi.org/10.1177/13623613231172314 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

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