Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services / Leciel K. BONO in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.376-391 Titre : Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services Type de document : texte imprimé Auteurs : Leciel K. BONO, Auteur ; Cassity R. HAVERKAMP, Auteur ; Rebecca A. LINDSEY, Auteur ; Rachel N. FREEDMAN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Vicki SIMONSMEIER, Auteur Article en page(s) : p.376-391 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Humans  Mental Processes  Referral and Consultation  Self Report  Universities  Autism spectrum disorder  Interdisciplinary  Knowledge  Self-efficacy  Trainees Index. décimale : PER Périodiques Résumé : The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N = 155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0-100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146) = 4.68, p < .001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees' objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04948-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services [texte imprimé] / Leciel K. BONO, Auteur ; Cassity R. HAVERKAMP, Auteur ; Rebecca A. LINDSEY, Auteur ; Rachel N. FREEDMAN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Vicki SIMONSMEIER, Auteur . - p.376-391. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.376-391 Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Humans  Mental Processes  Referral and Consultation  Self Report  Universities  Autism spectrum disorder  Interdisciplinary  Knowledge  Self-efficacy  Trainees Index. décimale : PER Périodiques Résumé : The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N = 155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0-100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146) = 4.68, p < .001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees' objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04948-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts / Maryellen Brunson MCCLAIN ; Savannah WELLS ; Sophia THOMPSON ; Jeffrey D. SHAHIDULLAH in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1629-1647 Titre : Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts Type de document : texte imprimé Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Savannah WELLS, Auteur ; Sophia THOMPSON, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur Article en page(s) : p.1629-1647 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: The goal of the current study was to conduct a substantive validity review of four autism knowledge assessments with prior psychometric support (Gillespie-Lynch in J Autism and Dev Disord 45(8):2553-2566, 2015; Harrison in J Autism and Dev Disord 47(10):3281-3295, 2017; McClain in J Autism and Dev Disord 50(3):998-1006, 2020; McMahon in Res Autism Spectr Disord 71:101499, 2020). 69 autism experts who served on the editorial board of one or more peer-reviewed autism journals evaluated the accuracy and ambiguity of autism knowledge questions. 34% of the questions were flagged as "potentially problematic" for accuracy, and 17% of the questions were flagged as "potentially problematic" for ambiguity. Autism expert feedback revealed three themes across ambiguous questions: (1) an oversimplification of mixed or still-evolving research literature, (2) an insufficient recognition of the heterogeneity of the autism spectrum, and (3) a lack of clarity in the question/answer prompt. Substantive validity of future autism knowledge assessments should be carefully evaluated via feedback from a diverse group of autism experts and/or potential respondents. Potentially problematic questions can be removed or modified to improve the validity of autism knowledge assessments. En ligne : https://doi.org/10.1007/s10803-024-06293-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts [texte imprimé] / Maryellen Brunson MCCLAIN, Auteur ; Savannah WELLS, Auteur ; Sophia THOMPSON, Auteur ; Jeffrey D. SHAHIDULLAH, Auteur . - p.1629-1647. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1629-1647 Index. décimale : PER Périodiques Résumé : Purpose: The goal of the current study was to conduct a substantive validity review of four autism knowledge assessments with prior psychometric support (Gillespie-Lynch in J Autism and Dev Disord 45(8):2553-2566, 2015; Harrison in J Autism and Dev Disord 47(10):3281-3295, 2017; McClain in J Autism and Dev Disord 50(3):998-1006, 2020; McMahon in Res Autism Spectr Disord 71:101499, 2020). 69 autism experts who served on the editorial board of one or more peer-reviewed autism journals evaluated the accuracy and ambiguity of autism knowledge questions. 34% of the questions were flagged as "potentially problematic" for accuracy, and 17% of the questions were flagged as "potentially problematic" for ambiguity. Autism expert feedback revealed three themes across ambiguous questions: (1) an oversimplification of mixed or still-evolving research literature, (2) an insufficient recognition of the heterogeneity of the autism spectrum, and (3) a lack of clarity in the question/answer prompt. Substantive validity of future autism knowledge assessments should be carefully evaluated via feedback from a diverse group of autism experts and/or potential respondents. Potentially problematic questions can be removed or modified to improve the validity of autism knowledge assessments. En ligne : https://doi.org/10.1007/s10803-024-06293-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses / Maryellen Brunson MCCLAIN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.3007-3015 Titre : Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses Type de document : texte imprimé Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur Article en page(s) : p.3007-3015 Langues : Anglais (eng) Mots-clés : ASD knowledge  Autism spectrum disorder (ASD)  Autism spectrum knowledge scale  General population (ASKS-G) Index. décimale : PER Périodiques Résumé : Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04019-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses [texte imprimé] / Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur . - p.3007-3015. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.3007-3015 Mots-clés : ASD knowledge  Autism spectrum disorder (ASD)  Autism spectrum knowledge scale  General population (ASKS-G) Index. décimale : PER Périodiques Résumé : Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04019-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

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 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] / 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

Cultural differences in social communication and interaction: A gap in autism research / Megan E. GOLSON in Autism Research, 15-2 (February 2022)  

Public ISBD [article]  inAutism Research > 15-2 (February 2022) . - p.208-214 Titre : Cultural differences in social communication and interaction: A gap in autism research Type de document : texte imprimé Auteurs : Megan E. GOLSON, Auteur ; Erica FICKLIN, Auteur ; Cassity R. HAVERKAMP, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur Article en page(s) : p.208-214 Langues : Anglais (eng) Mots-clés : culture  race and ethnicity  social communication Index. décimale : PER Périodiques Résumé : Social communication and interaction deficits are a diagnostic criteria of autism and integral to practitioner and researcher conceptualization. Culture is an influential factor in expectations for, and demonstration of, social communication and interaction skills, but there is limited research published in autism journals on this topic. This paucity of autism research examining cultural factors related to social communication and interaction may contribute to known identification disparities for racial and ethnic populations minoritized by systemic factors and research bias. We call for increased commitment from researchers to recruit racially and ethnically minoritized participants, prioritize investigating cultural expectations and perceptions of social communication and interaction, and evaluate measures related to social communication for cultural and linguistic responsivity. LAY SUMMARY: A diagnosis of autism requires the presence of deficits in social communication and interaction. Examples of these behaviors and skills include holding a back-and-forth conversation, the use of nonverbal communicative behaviors (e.g., gestures), and developing and maintaining social relationships. Culture influences the expectations for, and presentation of, these behaviors. However, research on this topic is lacking. Conducting more research related to culture and social communication could help reduce the disparities in autism identification across racially and ethnically minoritized populations. En ligne : http://dx.doi.org/10.1002/aur.2657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Cultural differences in social communication and interaction: A gap in autism research [texte imprimé] / Megan E. GOLSON, Auteur ; Erica FICKLIN, Auteur ; Cassity R. HAVERKAMP, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur . - p.208-214. Langues : Anglais (eng) in Autism Research > 15-2 (February 2022) . - p.208-214 Mots-clés : culture  race and ethnicity  social communication Index. décimale : PER Périodiques Résumé : Social communication and interaction deficits are a diagnostic criteria of autism and integral to practitioner and researcher conceptualization. Culture is an influential factor in expectations for, and demonstration of, social communication and interaction skills, but there is limited research published in autism journals on this topic. This paucity of autism research examining cultural factors related to social communication and interaction may contribute to known identification disparities for racial and ethnic populations minoritized by systemic factors and research bias. We call for increased commitment from researchers to recruit racially and ethnically minoritized participants, prioritize investigating cultural expectations and perceptions of social communication and interaction, and evaluate measures related to social communication for cultural and linguistic responsivity. LAY SUMMARY: A diagnosis of autism requires the presence of deficits in social communication and interaction. Examples of these behaviors and skills include holding a back-and-forth conversation, the use of nonverbal communicative behaviors (e.g., gestures), and developing and maintaining social relationships. Culture influences the expectations for, and presentation of, these behaviors. However, research on this topic is lacking. Conducting more research related to culture and social communication could help reduce the disparities in autism identification across racially and ethnically minoritized populations. En ligne : http://dx.doi.org/10.1002/aur.2657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

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)  

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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)  

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

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Re-Evaluating the Appropriateness of the “Don’t Know” Response Option: Guessing Rate as a Source of Systematic Error on Autism Knowledge Assessments / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

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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)  

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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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