Brief report: replication of the psychometric characteristics of the behavioral inflexibility scale in an independent sample / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4592-4596 Titre : Brief report: replication of the psychometric characteristics of the behavioral inflexibility scale in an independent sample Type de document : Texte imprimé et/ou numérique Auteurs : Aaron R. DALLMAN, Auteur ; Clare HARROP, Auteur ; Luc LECAVALIER, Auteur ; Jim BODFISH, Auteur ; Sahana Nagabhushan KALBURGI, Auteur ; Desiree R. JONES, Auteur ; Jill HOLLWAY, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.4592-4596 Langues : Anglais (eng) Mots-clés : Autism  Behavioral inflexibility  Replication Index. décimale : PER Périodiques Résumé : The Behavioral Inflexibility Scale (BIS) is a recently developed measure of behavioral inflexibility, defined as rigid patterns of behavior that contrast with the need to be flexible when the situation calls for it. In this study, we sought to replicate previous findings on the psychometric properties of the BIS in a community sample. Data for this study were collected using in-person assessments of 163 autistic and 95 non-autistic children ages 3-17 and included the BIS, measures of social-communication ability and repetitive behaviors, and an assessment of cognitive ability. Our findings replicate the psychometric properties of the BIS, indicating that the measure is a valid measure of behavioral inflexibility in ASD. En ligne : http://dx.doi.org/10.1007/s10803-022-05515-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Brief report: replication of the psychometric characteristics of the behavioral inflexibility scale in an independent sample [Texte imprimé et/ou numérique] / Aaron R. DALLMAN, Auteur ; Clare HARROP, Auteur ; Luc LECAVALIER, Auteur ; Jim BODFISH, Auteur ; Sahana Nagabhushan KALBURGI, Auteur ; Desiree R. JONES, Auteur ; Jill HOLLWAY, Auteur ; Brian A. BOYD, Auteur . - p.4592-4596. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4592-4596 Mots-clés : Autism  Behavioral inflexibility  Replication Index. décimale : PER Périodiques Résumé : The Behavioral Inflexibility Scale (BIS) is a recently developed measure of behavioral inflexibility, defined as rigid patterns of behavior that contrast with the need to be flexible when the situation calls for it. In this study, we sought to replicate previous findings on the psychometric properties of the BIS in a community sample. Data for this study were collected using in-person assessments of 163 autistic and 95 non-autistic children ages 3-17 and included the BIS, measures of social-communication ability and repetitive behaviors, and an assessment of cognitive ability. Our findings replicate the psychometric properties of the BIS, indicating that the measure is a valid measure of behavioral inflexibility in ASD. En ligne : http://dx.doi.org/10.1007/s10803-022-05515-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Development of the Behavioral Inflexibility Scale for Children with Autism Spectrum Disorder and Other Developmental Disabilities / Luc LECAVALIER in Autism Research, 13-3 (March 2020)  

Public ISBD [article]  inAutism Research > 13-3 (March 2020) . - p.489-499 Titre : Development of the Behavioral Inflexibility Scale for Children with Autism Spectrum Disorder and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Luc LECAVALIER, Auteur ; James W. BODFISH, Auteur ; Clare HARROP, Auteur ; Allison WHITTEN, Auteur ; Desiree R. JONES, Auteur ; Jill PRITCHETT, Auteur ; Richard FALDOWSKI, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.489-499 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  behavior inflexibility  development  measurement  outcome  repetitive behavior Index. décimale : PER Périodiques Résumé : Behavior inflexibility (BI) refers to rigid patterns of behavior that contrast with the need to be adaptable to changing environmental demands. We developed a parent-reported outcome measure of BI for children with autism spectrum disorder (ASD) and other developmental disabilities with a multi-step iterative process. A pool of 62 candidate items was generated through expert panel feedback, review of existing scales and focus groups. A consensus process was used to generate the final 38 items. Parents of 943 children (age range, 3-18 years; average, 11.4 years; 79% boys) with ASD completed an online survey. One hundred thirty-three parents rated their child twice within 3 weeks (average = 16.5 days). A series of factor analyses suggested that the 38 items measured a single construct. Scores had a weak correlation with level of functioning (-0.12) and did not differ based on sex. Scores had a negligible correlation with age (-0.07), although measurement invariance was not supported. The mean total score for the Behavioral Inflexibility Scale (BIS) was normally distributed. Internal consistency was alpha = 0.97 and temporal stability was r = 0.92. Correlations with parent ratings on the subscales of the Repetitive Behavior Scale-Revised varied from 0.48 to 0.89. The correlation with parent ratings on the Social Communication Questionnaire total score was 0.52. Our data show that BI in children with ASD ranges significantly from mild to severe and that the 38-item BIS is valid and reliable. Autism Res 2020, 13: 489-499. (c) 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: We developed a parent-completed rating scale of behavior inflexibility (BI) for children with developmental disabilities using a multistep process. The Behavioral Inflexibility Scale (BIS) contains 38 questions rated on a 6-point scale. Parents of 943 children with autism spectrum disorder (ASD) completed an online survey. We examined associations between the BIS and other scales and demographic variables. The BIS is valid and reliable. BI in children with ASD ranges from mild to severe. En ligne : http://dx.doi.org/10.1002/aur.2257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Development of the Behavioral Inflexibility Scale for Children with Autism Spectrum Disorder and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Luc LECAVALIER, Auteur ; James W. BODFISH, Auteur ; Clare HARROP, Auteur ; Allison WHITTEN, Auteur ; Desiree R. JONES, Auteur ; Jill PRITCHETT, Auteur ; Richard FALDOWSKI, Auteur ; Brian A. BOYD, Auteur . - p.489-499. Langues : Anglais (eng) in Autism Research > 13-3 (March 2020) . - p.489-499 Mots-clés : autism spectrum disorder  behavior inflexibility  development  measurement  outcome  repetitive behavior Index. décimale : PER Périodiques Résumé : Behavior inflexibility (BI) refers to rigid patterns of behavior that contrast with the need to be adaptable to changing environmental demands. We developed a parent-reported outcome measure of BI for children with autism spectrum disorder (ASD) and other developmental disabilities with a multi-step iterative process. A pool of 62 candidate items was generated through expert panel feedback, review of existing scales and focus groups. A consensus process was used to generate the final 38 items. Parents of 943 children (age range, 3-18 years; average, 11.4 years; 79% boys) with ASD completed an online survey. One hundred thirty-three parents rated their child twice within 3 weeks (average = 16.5 days). A series of factor analyses suggested that the 38 items measured a single construct. Scores had a weak correlation with level of functioning (-0.12) and did not differ based on sex. Scores had a negligible correlation with age (-0.07), although measurement invariance was not supported. The mean total score for the Behavioral Inflexibility Scale (BIS) was normally distributed. Internal consistency was alpha = 0.97 and temporal stability was r = 0.92. Correlations with parent ratings on the subscales of the Repetitive Behavior Scale-Revised varied from 0.48 to 0.89. The correlation with parent ratings on the Social Communication Questionnaire total score was 0.52. Our data show that BI in children with ASD ranges significantly from mild to severe and that the 38-item BIS is valid and reliable. Autism Res 2020, 13: 489-499. (c) 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: We developed a parent-completed rating scale of behavior inflexibility (BI) for children with developmental disabilities using a multistep process. The Behavioral Inflexibility Scale (BIS) contains 38 questions rated on a 6-point scale. Parents of 943 children with autism spectrum disorder (ASD) completed an online survey. We examined associations between the BIS and other scales and demographic variables. The BIS is valid and reliable. BI in children with ASD ranges from mild to severe. En ligne : http://dx.doi.org/10.1002/aur.2257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Effects of autism acceptance training on explicit and implicit biases toward autism / Desiree R. JONES in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1246-1261 Titre : Effects of autism acceptance training on explicit and implicit biases toward autism Type de document : Texte imprimé et/ou numérique Auteurs : Desiree R. JONES, Auteur ; Kilee M. DEBRABANDER, Auteur ; Noah J. SASSON, Auteur Article en page(s) : p.1246-1261 Langues : Anglais (eng) Mots-clés : Adult  Attitude  Autism Spectrum Disorder  Autistic Disorder  Bias  Humans  Prejudice  first impressions  inclusion  intervention  stigma Index. décimale : PER Périodiques Résumé : Autistic adults face prejudice from non-autistic people. They are often judged unfairly and left out of social activities because of their differences. This can make it difficult for autistic people to make friends and find jobs. Some training programs have tried to teach autistic people to act more like non-autistic people to help them gain acceptance. Fewer have focused on teaching non-autistic people how to be more autism friendly. In this study, we used a short training video that teaches people about autism. The video was created with the help of autistic adults and included clips of real autistic people. We found that non-autistic people who watched this video had better knowledge about autism and showed more autism-friendly attitudes than those who watched a video about mental health or those who did not watch any video. They were more open to having a relationship with an autistic person and had more positive beliefs about autism. However, our video did not affect people's unconscious attitudes about autism. People in our study connected autism with unpleasant traits, even if they had watched the autism training video. This suggests that teaching non-autistic people about autism may promote more autism-friendly attitudes, but some beliefs may be harder to change. En ligne : http://dx.doi.org/10.1177/1362361320984896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Effects of autism acceptance training on explicit and implicit biases toward autism [Texte imprimé et/ou numérique] / Desiree R. JONES, Auteur ; Kilee M. DEBRABANDER, Auteur ; Noah J. SASSON, Auteur . - p.1246-1261. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1246-1261 Mots-clés : Adult  Attitude  Autism Spectrum Disorder  Autistic Disorder  Bias  Humans  Prejudice  first impressions  inclusion  intervention  stigma Index. décimale : PER Périodiques Résumé : Autistic adults face prejudice from non-autistic people. They are often judged unfairly and left out of social activities because of their differences. This can make it difficult for autistic people to make friends and find jobs. Some training programs have tried to teach autistic people to act more like non-autistic people to help them gain acceptance. Fewer have focused on teaching non-autistic people how to be more autism friendly. In this study, we used a short training video that teaches people about autism. The video was created with the help of autistic adults and included clips of real autistic people. We found that non-autistic people who watched this video had better knowledge about autism and showed more autism-friendly attitudes than those who watched a video about mental health or those who did not watch any video. They were more open to having a relationship with an autistic person and had more positive beliefs about autism. However, our video did not affect people's unconscious attitudes about autism. People in our study connected autism with unpleasant traits, even if they had watched the autism training video. This suggests that teaching non-autistic people about autism may promote more autism-friendly attitudes, but some beliefs may be harder to change. En ligne : http://dx.doi.org/10.1177/1362361320984896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Effects of autism acceptance training on explicit and implicit biases toward autism / Desiree R. JONES in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1246-1261 Titre : Effects of autism acceptance training on explicit and implicit biases toward autism Type de document : Texte imprimé et/ou numérique Auteurs : Desiree R. JONES, Auteur ; Kilee M. DEBRABANDER, Auteur ; Noah J. SASSON, Auteur Article en page(s) : p.1246-1261 Langues : Anglais (eng) Mots-clés : Adult  Attitude  Autism Spectrum Disorder  Autistic Disorder  Bias  Humans  Prejudice  first impressions  inclusion  intervention  stigma Index. décimale : PER Périodiques Résumé : Autistic adults face prejudice from non-autistic people. They are often judged unfairly and left out of social activities because of their differences. This can make it difficult for autistic people to make friends and find jobs. Some training programs have tried to teach autistic people to act more like non-autistic people to help them gain acceptance. Fewer have focused on teaching non-autistic people how to be more autism friendly. In this study, we used a short training video that teaches people about autism. The video was created with the help of autistic adults and included clips of real autistic people. We found that non-autistic people who watched this video had better knowledge about autism and showed more autism-friendly attitudes than those who watched a video about mental health or those who did not watch any video. They were more open to having a relationship with an autistic person and had more positive beliefs about autism. However, our video did not affect people's unconscious attitudes about autism. People in our study connected autism with unpleasant traits, even if they had watched the autism training video. This suggests that teaching non-autistic people about autism may promote more autism-friendly attitudes, but some beliefs may be harder to change. En ligne : http://dx.doi.org/10.1177/1362361320984896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Effects of autism acceptance training on explicit and implicit biases toward autism [Texte imprimé et/ou numérique] / Desiree R. JONES, Auteur ; Kilee M. DEBRABANDER, Auteur ; Noah J. SASSON, Auteur . - p.1246-1261. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1246-1261 Mots-clés : Adult  Attitude  Autism Spectrum Disorder  Autistic Disorder  Bias  Humans  Prejudice  first impressions  inclusion  intervention  stigma Index. décimale : PER Périodiques Résumé : Autistic adults face prejudice from non-autistic people. They are often judged unfairly and left out of social activities because of their differences. This can make it difficult for autistic people to make friends and find jobs. Some training programs have tried to teach autistic people to act more like non-autistic people to help them gain acceptance. Fewer have focused on teaching non-autistic people how to be more autism friendly. In this study, we used a short training video that teaches people about autism. The video was created with the help of autistic adults and included clips of real autistic people. We found that non-autistic people who watched this video had better knowledge about autism and showed more autism-friendly attitudes than those who watched a video about mental health or those who did not watch any video. They were more open to having a relationship with an autistic person and had more positive beliefs about autism. However, our video did not affect people's unconscious attitudes about autism. People in our study connected autism with unpleasant traits, even if they had watched the autism training video. This suggests that teaching non-autistic people about autism may promote more autism-friendly attitudes, but some beliefs may be harder to change. En ligne : http://dx.doi.org/10.1177/1362361320984896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Experiences of student and trainee autism researchers during the COVID-19 pandemic / Sowmyashree Mayur KAKU in Autism Research, 15-3 (March 2022)  

Public ISBD [article]  inAutism Research > 15-3 (March 2022) . - p.413-420 Titre : Experiences of student and trainee autism researchers during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Sowmyashree Mayur KAKU, Auteur ; Alana J. MCVEY, Auteur ; Alan H. GERBER, Auteur ; Charlotte M. PRETZSCH, Auteur ; Desiree R. JONES, Auteur ; Fathima Muhsina KODAKKADAN, Auteur ; Jiedi LEI, Auteur ; Lauren SINGER, Auteur ; Lucy CHITEHWE, Auteur ; Rebecca Elizabeth POULSEN, Auteur ; Marika COFFMAN, Auteur Article en page(s) : p.413-420 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their self-advocacy, both of which we see as crucial for our future careers. Lay Summary The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include technical skills but also skills for well-being. Next, we describe our experiences of returning to work. Finally, we give recommendations for trainees and supervisors on how to support each other and to build a strong community. En ligne : https://doi.org/10.1002/aur.2662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Experiences of student and trainee autism researchers during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Sowmyashree Mayur KAKU, Auteur ; Alana J. MCVEY, Auteur ; Alan H. GERBER, Auteur ; Charlotte M. PRETZSCH, Auteur ; Desiree R. JONES, Auteur ; Fathima Muhsina KODAKKADAN, Auteur ; Jiedi LEI, Auteur ; Lauren SINGER, Auteur ; Lucy CHITEHWE, Auteur ; Rebecca Elizabeth POULSEN, Auteur ; Marika COFFMAN, Auteur . - p.413-420. Langues : Anglais (eng) in Autism Research > 15-3 (March 2022) . - p.413-420 Index. décimale : PER Périodiques Résumé : Abstract Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their self-advocacy, both of which we see as crucial for our future careers. Lay Summary The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include technical skills but also skills for well-being. Next, we describe our experiences of returning to work. Finally, we give recommendations for trainees and supervisors on how to support each other and to build a strong community. En ligne : https://doi.org/10.1002/aur.2662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners / Kerrianne E. MORRISON in Autism, 24-5 (July 2020)  

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Resilience and strengths in the Black autism community in the United States: A scoping review / Amber M. DAVIS in Autism Research, 17-11 (November 2024)  

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Sex differences in social attention in autism spectrum disorder / Clare HARROP in Autism Research, 11-9 (September 2018)  

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Social and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism / Clare HARROP in Autism Research, 13-5 (May 2020)  

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To address racial disparities in autism research, we must think globally, act locally / Desiree R. JONES in Autism, 24-7 (October 2020)  

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