Burden of ASD in children and adolescents in the WPR: An age-period-cohort analysis for the GBD 2021 / Jing CHEN in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202817 Titre : Burden of ASD in children and adolescents in the WPR: An age-period-cohort analysis for the GBD 2021 Type de document : texte imprimé Auteurs : Jing CHEN, Auteur ; Lirong HUANG, Auteur ; Yan YANG, Auteur ; Xinguang ZHANG, Auteur ; Shuxia WANG, Auteur ; Zheng XUE, Auteur Article en page(s) : 202817 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Western Pacific Region  Youth  Epidemiology  Global Burden of Disease study Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is a neurodevelopmental condition with early-onset symptoms. The burden of ASD among children and adolescents in the Western Pacific Region (WPR) is largely unknown. This study provides an overview of recent ASD prevalence and trends in the WPR to inform prevention and intervention strategies. Methods Data from the Global Burden of Disease 2021 study were analyzed, focusing on children and adolescents aged 0–19 years in the WPR. The analysis included prevalence, incidence, and disability-adjusted life years (DALYs) across regions, ages, genders, and income levels from 1992 to 2021. Results In 2021, there were an estimated 22,429,930 (95 % uncertainty interval [UI] 18,910,216–26,372,501) prevalent cases, 1,163,706 (95 % UI 981,645–1,371,347) incident cases, and 4,306,131 (95 % UI 2,915,975–6,056,810) DALYs due to ASD in the WPR. The age-standardized prevalence and DALYs increased by 0.1 % and 0.12 % annually, while incidence decreased by 0.08 %. A key finding was the pronounced and growing inequality: the ASD burden was disproportionately concentrated in high-income regions, and the gap in prevalence between high- and low-income regions widened over the study period. Additionally, the prevalence among males was over twofold higher than that among females. Conclusion The burden of ASD in the WPR has increased over the past three decades, revealing substantial and widening socioeconomic and gender disparities. Our findings underscore the urgent need for enhanced detection, diagnosis, and intervention services, with targeted efforts to bridge the inequality gap, especially for females and in low-income countries within the region. En ligne : https://doi.org/10.1016/j.reia.2026.202817 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] Burden of ASD in children and adolescents in the WPR: An age-period-cohort analysis for the GBD 2021 [texte imprimé] / Jing CHEN, Auteur ; Lirong HUANG, Auteur ; Yan YANG, Auteur ; Xinguang ZHANG, Auteur ; Shuxia WANG, Auteur ; Zheng XUE, Auteur . - 202817. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202817 Mots-clés : Autism spectrum disorder  Western Pacific Region  Youth  Epidemiology  Global Burden of Disease study Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is a neurodevelopmental condition with early-onset symptoms. The burden of ASD among children and adolescents in the Western Pacific Region (WPR) is largely unknown. This study provides an overview of recent ASD prevalence and trends in the WPR to inform prevention and intervention strategies. Methods Data from the Global Burden of Disease 2021 study were analyzed, focusing on children and adolescents aged 0–19 years in the WPR. The analysis included prevalence, incidence, and disability-adjusted life years (DALYs) across regions, ages, genders, and income levels from 1992 to 2021. Results In 2021, there were an estimated 22,429,930 (95 % uncertainty interval [UI] 18,910,216–26,372,501) prevalent cases, 1,163,706 (95 % UI 981,645–1,371,347) incident cases, and 4,306,131 (95 % UI 2,915,975–6,056,810) DALYs due to ASD in the WPR. The age-standardized prevalence and DALYs increased by 0.1 % and 0.12 % annually, while incidence decreased by 0.08 %. A key finding was the pronounced and growing inequality: the ASD burden was disproportionately concentrated in high-income regions, and the gap in prevalence between high- and low-income regions widened over the study period. Additionally, the prevalence among males was over twofold higher than that among females. Conclusion The burden of ASD in the WPR has increased over the past three decades, revealing substantial and widening socioeconomic and gender disparities. Our findings underscore the urgent need for enhanced detection, diagnosis, and intervention services, with targeted efforts to bridge the inequality gap, especially for females and in low-income countries within the region. En ligne : https://doi.org/10.1016/j.reia.2026.202817 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis / Laura M. JUSTICE 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.1668-1682 Titre : Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis Type de document : texte imprimé Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Article en page(s) : p.1668-1682 Langues : Anglais (eng) Mots-clés : Book-reading  Caregiver interventions  Early literacy  Implementation science  Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis [texte imprimé] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - p.1668-1682. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682 Mots-clés : Book-reading  Caregiver interventions  Early literacy  Implementation science  Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Titre : Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment Type de document : texte imprimé Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Année de publication : 2018 Article en page(s) : p.4179-4192 Langues : Anglais (eng) Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment [texte imprimé] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - 2018 . - p.4179-4192. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms / Jing CHEN 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.2779-2794 Titre : The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms Type de document : texte imprimé Auteurs : Jing CHEN, Auteur ; Tzu-Jung LIN, Auteur ; Laura M. JUSTICE, Auteur ; Brooke SAWYER, Auteur Article en page(s) : p.2779-2794 Langues : Anglais (eng) Mots-clés : Disability status  Exponential random graph models (ERGMs)  Inclusive preschool classrooms  Peer interaction Index. décimale : PER Périodiques Résumé : Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. En ligne : http://dx.doi.org/10.1007/s10803-017-3272-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms [texte imprimé] / Jing CHEN, Auteur ; Tzu-Jung LIN, Auteur ; Laura M. JUSTICE, Auteur ; Brooke SAWYER, Auteur . - p.2779-2794. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2779-2794 Mots-clés : Disability status  Exponential random graph models (ERGMs)  Inclusive preschool classrooms  Peer interaction Index. décimale : PER Périodiques Résumé : Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. En ligne : http://dx.doi.org/10.1007/s10803-017-3272-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

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