Brief report: Does “healthy” family functioning look different for families who have a child with autism? / Katherine M. WALTON in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101527 Titre : Brief report: Does “healthy” family functioning look different for families who have a child with autism? Type de document : texte imprimé Auteurs : Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : p.101527 Langues : Anglais (eng) Mots-clés : Enmeshment  Family functioning  Parents  ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n = 235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Brief report: Does “healthy” family functioning look different for families who have a child with autism? [texte imprimé] / Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur . - p.101527. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101527 Mots-clés : Enmeshment  Family functioning  Parents  ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n = 235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 77 (September 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Titre : Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder Type de document : texte imprimé Auteurs : Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : 101606 Langues : Anglais (eng) Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder [texte imprimé] / Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur . - 101606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder / Gabrielle TIEDE in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.2080-2095 Titre : Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder Type de document : texte imprimé Auteurs : Gabrielle TIEDE, Auteur ; Katherine M. WALTON, Auteur Article en page(s) : p.2080-2095 Langues : Anglais (eng) Mots-clés : autism  meta-analysis  naturalistic developmental behavioral intervention Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies (n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects of naturalistic developmental behavioral intervention were found for expressive language (g = 0.32), reduction in symptoms of autism spectrum disorder (g = -0.38), and play skills (g = 0.23). Larger effects were found for social engagement (g = 0.65) and overall cognitive development (g = 0.48). A marginal effect was found for joint attention (g = 0.14) and receptive language (g = 0.28). For joint attention, improvement was moderated by hours of professional involvement. Evidence of publication and reporting bias was present for language outcomes. This meta-analysis grows the evidence base for naturalistic developmental behavioral interventions, particularly in the key areas of social engagement and cognition. En ligne : http://dx.doi.org/10.1177/1362361319836371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Meta-analysis of naturalistic developmental behavioral interventions for young children with autism spectrum disorder [texte imprimé] / Gabrielle TIEDE, Auteur ; Katherine M. WALTON, Auteur . - p.2080-2095. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.2080-2095 Mots-clés : autism  meta-analysis  naturalistic developmental behavioral intervention Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral intervention is an emerging class of interventions for young children with autism spectrum disorder. The present article is a meta-analysis of outcomes of group-design studies (n = 27) testing interventions using naturalistic developmental behavioral intervention strategies. Small, significant positive effects of naturalistic developmental behavioral intervention were found for expressive language (g = 0.32), reduction in symptoms of autism spectrum disorder (g = -0.38), and play skills (g = 0.23). Larger effects were found for social engagement (g = 0.65) and overall cognitive development (g = 0.48). A marginal effect was found for joint attention (g = 0.14) and receptive language (g = 0.28). For joint attention, improvement was moderated by hours of professional involvement. Evidence of publication and reporting bias was present for language outcomes. This meta-analysis grows the evidence base for naturalistic developmental behavioral interventions, particularly in the key areas of social engagement and cognition. En ligne : http://dx.doi.org/10.1177/1362361319836371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Social endophenotypes in autism spectrum disorder: A scoping review / Gabrielle M. TIEDE in Development and Psychopathology, 33-4 (October 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-4 (October 2021) . - p.1381-1409 Titre : Social endophenotypes in autism spectrum disorder: A scoping review Type de document : texte imprimé Auteurs : Gabrielle M. TIEDE, Auteur ; Katherine M. WALTON, Auteur Article en page(s) : p.1381-1409 Langues : Anglais (eng) Mots-clés : autism  early detection  endophenotypes Index. décimale : PER Périodiques Résumé : Endophenotypes are measurable markers of genetic vulnerability to current or future disorder. Autism spectrum disorder (ASD) is well-suited to be examined within an endophenotype framework given past and current emphases on the broader autism phenotype and early detection. We conducted a scoping review to identify potential socially-related endophenotypes of ASD. We focused on paradigms related to sociality (e.g., theory of mind (TOM), social attention), which comprise most of this literature. We integrated findings from traditional behavioral paradigms with brain-based measures (e.g., electroencephalography, functional magnetic resonance imaging). Broadly, infant research regarding social attention and responsivity (Research Domain Criteria (RDoC) domain of affiliation) and attention to faces and voices (social communication) finds consistent abnormality in vulnerable infant siblings. Several additional paradigms that have shown differences in vulnerable infants and young children include animacy perception tasks (perception and understanding of others), measures of recognition and response to familiar faces (attachment), and joint attention and false-belief tasks (understanding mental states). Research areas such as alexithymia (the perception and understanding of self), empathic responding, and vocal prosody may hold interest; however, challenges in measurement across populations and age ranges is a limiting factor. Future work should address sex differences and age dependencies, specificity to ASD, and heterogeneous genetic pathways to disorder within samples individuals with ASD and relatives. En ligne : http://dx.doi.org/10.1017/S0954579420000577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] Social endophenotypes in autism spectrum disorder: A scoping review [texte imprimé] / Gabrielle M. TIEDE, Auteur ; Katherine M. WALTON, Auteur . - p.1381-1409. Langues : Anglais (eng) in Development and Psychopathology > 33-4 (October 2021) . - p.1381-1409 Mots-clés : autism  early detection  endophenotypes Index. décimale : PER Périodiques Résumé : Endophenotypes are measurable markers of genetic vulnerability to current or future disorder. Autism spectrum disorder (ASD) is well-suited to be examined within an endophenotype framework given past and current emphases on the broader autism phenotype and early detection. We conducted a scoping review to identify potential socially-related endophenotypes of ASD. We focused on paradigms related to sociality (e.g., theory of mind (TOM), social attention), which comprise most of this literature. We integrated findings from traditional behavioral paradigms with brain-based measures (e.g., electroencephalography, functional magnetic resonance imaging). Broadly, infant research regarding social attention and responsivity (Research Domain Criteria (RDoC) domain of affiliation) and attention to faces and voices (social communication) finds consistent abnormality in vulnerable infant siblings. Several additional paradigms that have shown differences in vulnerable infants and young children include animacy perception tasks (perception and understanding of others), measures of recognition and response to familiar faces (attachment), and joint attention and false-belief tasks (understanding mental states). Research areas such as alexithymia (the perception and understanding of self), empathic responding, and vocal prosody may hold interest; however, challenges in measurement across populations and age ranges is a limiting factor. Future work should address sex differences and age dependencies, specificity to ASD, and heterogeneous genetic pathways to disorder within samples individuals with ASD and relatives. En ligne : http://dx.doi.org/10.1017/S0954579420000577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

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