Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS / Maryellen Brunson MCCLAIN ; Megan E. GOLSON ; Cassity R. HAVERKAMP ; Bryn HARRIS ; Erica Ficklin ; Sarah E. SCHWARTZ ; Camille J. Wynn in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8 Titre : Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica Ficklin, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. Wynn, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica Ficklin, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. Wynn, Auteur . - p.1-8. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8 Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Current state of autism knowledge in the general population of the United States / Megan E. GOLSON in Research in Autism Spectrum Disorders, 90 (February 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 90 (February 2022) . - 101886 Titre : Current state of autism knowledge in the general population of the United States Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur Article en page(s) : 101886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autism  General population  Knowledge  Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Current state of autism knowledge in the general population of the United States [Texte imprimé et/ou numérique] / Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur . - 101886. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101886 Mots-clés : Autism spectrum disorder  Autism  General population  Knowledge  Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review / Kandice J. BENALLIE in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101807 Titre : Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur Article en page(s) : 101807 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Intellectual disability  Executive functions  Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review [Texte imprimé et/ou numérique] / Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur . - 101807. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101807 Mots-clés : Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Intellectual disability  Executive functions  Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Inclusion of racially and ethnically diverse populations in ASD intervention research / Bryn HARRIS in Research in Autism Spectrum Disorders, 73 (May 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 73 (May 2019) . - 101551 Titre : Inclusion of racially and ethnically diverse populations in ASD intervention research Type de document : Texte imprimé et/ou numérique Auteurs : Bryn HARRIS, Auteur ; Erin E. BARTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur Article en page(s) : 101551 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intervention research  Race  Ethnicity  Diversity Index. décimale : PER Périodiques Résumé : As the United States becomes increasingly racially/ethnically diverse, the need to understand intervention effectiveness among diverse populations with Autism Spectrum Disorder (ASD) becomes more important. Limited research has investigated the inclusion of diverse populations in ASD intervention research. We conducted a scoping review to investigate the gaps in the ASD intervention research for racially/ethnically diverse populations. The authors examined 79 ASD intervention studies spanning a 17-year-time period to investigate their inclusion of racially/ethnically diverse participants. Across all studies, this information was provided in 21.5 % percent of studies and among 32.8 % of the total participants. Although there was a general trend toward increased inclusion of racially/ethnically diverse participants over time, there remains an underrepresentation of diverse populations within ASD intervention literature. En ligne : https://doi.org/10.1016/j.rasd.2020.101551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Inclusion of racially and ethnically diverse populations in ASD intervention research [Texte imprimé et/ou numérique] / Bryn HARRIS, Auteur ; Erin E. BARTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur . - 101551. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101551 Mots-clés : Autism spectrum disorder  Intervention research  Race  Ethnicity  Diversity Index. décimale : PER Périodiques Résumé : As the United States becomes increasingly racially/ethnically diverse, the need to understand intervention effectiveness among diverse populations with Autism Spectrum Disorder (ASD) becomes more important. Limited research has investigated the inclusion of diverse populations in ASD intervention research. We conducted a scoping review to investigate the gaps in the ASD intervention research for racially/ethnically diverse populations. The authors examined 79 ASD intervention studies spanning a 17-year-time period to investigate their inclusion of racially/ethnically diverse participants. Across all studies, this information was provided in 21.5 % percent of studies and among 32.8 % of the total participants. Although there was a general trend toward increased inclusion of racially/ethnically diverse participants over time, there remains an underrepresentation of diverse populations within ASD intervention literature. En ligne : https://doi.org/10.1016/j.rasd.2020.101551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists / Maryellen Brunson MCCLAIN in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3081-3091 Titre : School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Katherine R. MEZHER, Auteur ; Cassity R. HAVERKAMP, Auteur ; Kandice J. BENALLIE, Auteur ; Sarah E. SCHWARTZ, Auteur Article en page(s) : p.3081-3091 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Coordinated care  Interdisciplinary collaboration  School psychologists Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03985-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur ; Katherine R. MEZHER, Auteur ; Cassity R. HAVERKAMP, Auteur ; Kandice J. BENALLIE, Auteur ; Sarah E. SCHWARTZ, Auteur . - p.3081-3091. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3081-3091 Mots-clés : Autism spectrum disorder (ASD)  Coordinated care  Interdisciplinary collaboration  School psychologists Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03985-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Validation of the ASKSG with a Parent Sample in the United States / Kandice J. BENALLIE in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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