Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics / Megan Ledoux GALLIGAN 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.4597-4604 Titre : Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Megan Ledoux GALLIGAN, Auteur ; Michelle HEYMAN, Auteur ; Yasamin BOLOURIAN, Auteur ; Katherine STAVROPOULOS, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4597-4604 Langues : Anglais (eng) Mots-clés : Ados-2  Assessment  Autism spectrum disorder  Emotional and behavioral problems Index. décimale : PER Périodiques Résumé : Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule-Second Edition, includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N=233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05313-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics [Texte imprimé et/ou numérique] / Megan Ledoux GALLIGAN, Auteur ; Michelle HEYMAN, Auteur ; Yasamin BOLOURIAN, Auteur ; Katherine STAVROPOULOS, Auteur ; Jan BLACHER, Auteur . - p.4597-4604. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4597-4604 Mots-clés : Ados-2  Assessment  Autism spectrum disorder  Emotional and behavioral problems Index. décimale : PER Périodiques Résumé : Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule-Second Edition, includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N=233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05313-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD / Elizabeth LLANES in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1520-1531 Titre : Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth LLANES, Auteur ; Jan BLACHER, Auteur ; Katherine STAVROPOULOS, Auteur ; Abbey EISENHOWER, Auteur Article en page(s) : p.1520-1531 Langues : Anglais (eng) Mots-clés : Adhd  Anxiety  Autism  Comorbidity Index. décimale : PER Périodiques Résumé : This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist-Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms & profiles, Research Center for Children, Youth, and Families, University of Vermont, Burlington, VT, 2001). Parents reported elevated anxiety symptoms in 31% of preschool children and 50% of school-aged children, while teachers reported lower rates of 5 and 30%, respectively. Parents reported elevated ADHD symptoms in 22% of preschool children and 45% of school-aged children, while teachers reported elevations in 20 and 24%, respectively. There was low concordance between parents and teachers, with teachers reporting fewer problems overall. Specific behaviors endorsed by parents and teachers are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3701-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD [Texte imprimé et/ou numérique] / Elizabeth LLANES, Auteur ; Jan BLACHER, Auteur ; Katherine STAVROPOULOS, Auteur ; Abbey EISENHOWER, Auteur . - p.1520-1531. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1520-1531 Mots-clés : Adhd  Anxiety  Autism  Comorbidity Index. décimale : PER Périodiques Résumé : This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist-Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms & profiles, Research Center for Children, Youth, and Families, University of Vermont, Burlington, VT, 2001). Parents reported elevated anxiety symptoms in 31% of preschool children and 50% of school-aged children, while teachers reported lower rates of 5 and 30%, respectively. Parents reported elevated ADHD symptoms in 22% of preschool children and 45% of school-aged children, while teachers reported elevations in 20 and 24%, respectively. There was low concordance between parents and teachers, with teachers reporting fewer problems overall. Specific behaviors endorsed by parents and teachers are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3701-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD / Elina VEYTSMAN in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1175-1188 Titre : Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Elina VEYTSMAN, Auteur ; Elizabeth BAKER, Auteur ; Ann Marie MARTIN, Auteur ; Tricia CHOY, Auteur ; Jan BLACHER, Auteur ; Katherine STAVROPOULOS, Auteur Article en page(s) : p.1175-1188 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Program for the Education and Enrichment of Relational Skills (PEERS) social skills intervention has demonstrated effectiveness for adolescents with autism spectrum disorder (ASD). However, studies have been limited by a lack of objective outcome measures and an underrepresentation of Latinx families. This pilot study extends the PEERS literature by utilizing an observational measure of conversational skills (Contextual Assessment of Social Skills; CASS) with a diverse sample of 13 adolescents with ASD (with parent groups conducted in English and Spanish simultaneously) and a control group of 11 neurotypical adolescents. Consistent with previous research, adolescents with ASD and their parents perceived improvements in social functioning following intervention, which were maintained four months later and corroborated by improvements in conversational skills. En ligne : https://doi.org/10.1007/s10803-022-05463-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD [Texte imprimé et/ou numérique] / Elina VEYTSMAN, Auteur ; Elizabeth BAKER, Auteur ; Ann Marie MARTIN, Auteur ; Tricia CHOY, Auteur ; Jan BLACHER, Auteur ; Katherine STAVROPOULOS, Auteur . - p.1175-1188. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1175-1188 Index. décimale : PER Périodiques Résumé : The Program for the Education and Enrichment of Relational Skills (PEERS) social skills intervention has demonstrated effectiveness for adolescents with autism spectrum disorder (ASD). However, studies have been limited by a lack of objective outcome measures and an underrepresentation of Latinx families. This pilot study extends the PEERS literature by utilizing an observational measure of conversational skills (Contextual Assessment of Social Skills; CASS) with a diverse sample of 13 adolescents with ASD (with parent groups conducted in English and Spanish simultaneously) and a control group of 11 neurotypical adolescents. Consistent with previous research, adolescents with ASD and their parents perceived improvements in social functioning following intervention, which were maintained four months later and corroborated by improvements in conversational skills. En ligne : https://doi.org/10.1007/s10803-022-05463-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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