Felt but not seen: Observed restricted repetitive behaviors are associated with self-report-but not parent-report-obsessive-compulsive disorder symptoms in youth with autism spectrum disorder / Lee Ann SANTORE in Autism, 24-4 (May 2020)  

Public ISBD [article]  inAutism > 24-4 (May 2020) . - p.983-994 Titre : Felt but not seen: Observed restricted repetitive behaviors are associated with self-report-but not parent-report-obsessive-compulsive disorder symptoms in youth with autism spectrum disorder Type de document : texte imprimé Auteurs : Lee Ann SANTORE, Auteur ; Alan H. GERBER, Auteur ; Ayla N. GIOIA, Auteur ; Rebecca BIANCHI, Auteur ; Fanny TALLEDO, Auteur ; Tara S. PERIS, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.983-994 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  comorbidity  obsessive-compulsive disorder  restricted and repetitive behaviors  school-age children Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder often exhibit symptoms of obsessive-compulsive disorder; however, it can be difficult for parents and clinicians to tell the difference between the restricted and repetitive behaviors often seen in autism spectrum disorder and symptoms of obsessive-compulsive disorder. This difficulty in distinguishing symptoms may arise from the fact that these symptoms appear the same to observers but are typically differentiated based on whether the motivation for the behavior is to reduce stress (restricted and repetitive behaviors) or whether the behavior itself is stressful (obsessive-compulsive disorder). It is important to know the difference between these two symptoms as it may impact the treatment prescribed. The goal of this study was to better determine the difference between restricted and repetitive behaviors and symptoms of obsessive-compulsive disorder in youth with autism spectrum disorder. It was found that although parents and clinicians had trouble differentiating between the two, the children were able to provide insight as to their own motivations for behavior, and thus whether they were restricted and repetitive behaviors or symptoms of obsessive-compulsive disorder. It was also found that children may actually have subjective negative experiences when engaging in restricted and repetitive behaviors, which complicates their classification. These results provide guidance for better understanding, distinguishing, and ultimately treating obsessive-compulsive disorder behavior in youth with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320909177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Felt but not seen: Observed restricted repetitive behaviors are associated with self-report-but not parent-report-obsessive-compulsive disorder symptoms in youth with autism spectrum disorder [texte imprimé] / Lee Ann SANTORE, Auteur ; Alan H. GERBER, Auteur ; Ayla N. GIOIA, Auteur ; Rebecca BIANCHI, Auteur ; Fanny TALLEDO, Auteur ; Tara S. PERIS, Auteur ; Matthew D. LERNER, Auteur . - p.983-994. Langues : Anglais (eng) in Autism > 24-4 (May 2020) . - p.983-994 Mots-clés : autism spectrum disorder  comorbidity  obsessive-compulsive disorder  restricted and repetitive behaviors  school-age children Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder often exhibit symptoms of obsessive-compulsive disorder; however, it can be difficult for parents and clinicians to tell the difference between the restricted and repetitive behaviors often seen in autism spectrum disorder and symptoms of obsessive-compulsive disorder. This difficulty in distinguishing symptoms may arise from the fact that these symptoms appear the same to observers but are typically differentiated based on whether the motivation for the behavior is to reduce stress (restricted and repetitive behaviors) or whether the behavior itself is stressful (obsessive-compulsive disorder). It is important to know the difference between these two symptoms as it may impact the treatment prescribed. The goal of this study was to better determine the difference between restricted and repetitive behaviors and symptoms of obsessive-compulsive disorder in youth with autism spectrum disorder. It was found that although parents and clinicians had trouble differentiating between the two, the children were able to provide insight as to their own motivations for behavior, and thus whether they were restricted and repetitive behaviors or symptoms of obsessive-compulsive disorder. It was also found that children may actually have subjective negative experiences when engaging in restricted and repetitive behaviors, which complicates their classification. These results provide guidance for better understanding, distinguishing, and ultimately treating obsessive-compulsive disorder behavior in youth with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320909177 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder / Erin KANG in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101552 Titre : Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder Type de document : texte imprimé Auteurs : Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.101552 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sociometric status  Social skills  Social skills importance  School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder [texte imprimé] / Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur . - p.101552. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101552 Mots-clés : Autism spectrum disorder  Sociometric status  Social skills  Social skills importance  School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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