How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality / Reyhane BAKHTIARI in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1100-1113 Titre : How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality Type de document : texte imprimé Auteurs : Reyhane BAKHTIARI, Auteur ; Sarah M. HUTCHISON, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.1100-1113 Langues : Anglais (eng) Mots-clés : Behavior Assessment System for Children, Second Edition  adolescents  autism spectrum disorder  children  self-report  self-report of personality validity indexes Index. décimale : PER Périodiques Résumé : Using self-report questionnaires is an important method in the assessment and treatment of children with autism. Self-reports can provide unique information about children's feelings and thoughts that is not available through other methods such as parent-reports. However, many clinicians are not sure whether children with autism can provide accurate self-reports. To study this, we examined 139 children and youth with and without autism aged 8-17 years. We looked at the effect of having autism, as well as other factors such as age, intelligence quotient, and attention problems on the validity of self-reports in these children. We examined if the children gave overly negative or positive answers and if they responded to the questions randomly or without paying attention. We found that children with autism can provide acceptable self-reports. However, they have more validity problems compared to their peers without autism. Our findings showed that this difference might be related to having attention problems in addition to autism, rather than having autism by itself. Children, with and without autism spectrum disorder, with fewer attention problems and higher intelligence quotient scores and those in the older age group, showed better validity. This article suggests that clinicians can use self-report measures for children with autism, but they should pay attention to important factors such as children's intelligence quotient and attention problems. En ligne : http://dx.doi.org/10.1177/1362361320984601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality [texte imprimé] / Reyhane BAKHTIARI, Auteur ; Sarah M. HUTCHISON, Auteur ; Grace IAROCCI, Auteur . - p.1100-1113. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1100-1113 Mots-clés : Behavior Assessment System for Children, Second Edition  adolescents  autism spectrum disorder  children  self-report  self-report of personality validity indexes Index. décimale : PER Périodiques Résumé : Using self-report questionnaires is an important method in the assessment and treatment of children with autism. Self-reports can provide unique information about children's feelings and thoughts that is not available through other methods such as parent-reports. However, many clinicians are not sure whether children with autism can provide accurate self-reports. To study this, we examined 139 children and youth with and without autism aged 8-17 years. We looked at the effect of having autism, as well as other factors such as age, intelligence quotient, and attention problems on the validity of self-reports in these children. We examined if the children gave overly negative or positive answers and if they responded to the questions randomly or without paying attention. We found that children with autism can provide acceptable self-reports. However, they have more validity problems compared to their peers without autism. Our findings showed that this difference might be related to having attention problems in addition to autism, rather than having autism by itself. Children, with and without autism spectrum disorder, with fewer attention problems and higher intelligence quotient scores and those in the older age group, showed better validity. This article suggests that clinicians can use self-report measures for children with autism, but they should pay attention to important factors such as children's intelligence quotient and attention problems. En ligne : http://dx.doi.org/10.1177/1362361320984601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Parent Reports of Executive Function Associated with Functional Communication and Conversational Skills Among School Age Children With and Without Autism Spectrum Disorder / Sarah M. HUTCHISON in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2019-2029 Titre : Parent Reports of Executive Function Associated with Functional Communication and Conversational Skills Among School Age Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sarah M. HUTCHISON, Auteur ; Ulrich MÃœLLER, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.2019-2029 Langues : Anglais (eng) Mots-clés : Behavior assessment system for children-second edition  Behavior rating inventory of executive function  Multidimensional social competence scale  Verbal conversation  Youth Index. décimale : PER Périodiques Résumé : Despite average or above cognitive and verbal abilities, many children with autism spectrum disorder (ASD) experience difficulties in functional and social communication. Executive functioning (EF) may be the cognitive and regulatory mechanism that underlies these difficulties. Parents rated 92 children with ASD as demonstrating significantly more challenges than 94 typically developing children on measures of EF (Behavior Rating Inventory of Executive Function; BRIEF), functional communication (FC), and verbal conversation (VC) skills. For both groups, the BRIEF metacognition scale emerged as a strong predictor of FC, while the BRIEF behavior regulation and the inhibit scale were predictive of VC skills. These findings suggest that targeting EF domains specifically may improve FC and VC skills in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03958-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Parent Reports of Executive Function Associated with Functional Communication and Conversational Skills Among School Age Children With and Without Autism Spectrum Disorder [texte imprimé] / Sarah M. HUTCHISON, Auteur ; Ulrich MÃœLLER, Auteur ; Grace IAROCCI, Auteur . - p.2019-2029. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2019-2029 Mots-clés : Behavior assessment system for children-second edition  Behavior rating inventory of executive function  Multidimensional social competence scale  Verbal conversation  Youth Index. décimale : PER Périodiques Résumé : Despite average or above cognitive and verbal abilities, many children with autism spectrum disorder (ASD) experience difficulties in functional and social communication. Executive functioning (EF) may be the cognitive and regulatory mechanism that underlies these difficulties. Parents rated 92 children with ASD as demonstrating significantly more challenges than 94 typically developing children on measures of EF (Behavior Rating Inventory of Executive Function; BRIEF), functional communication (FC), and verbal conversation (VC) skills. For both groups, the BRIEF metacognition scale emerged as a strong predictor of FC, while the BRIEF behavior regulation and the inhibit scale were predictive of VC skills. These findings suggest that targeting EF domains specifically may improve FC and VC skills in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-03958-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Second Language Exposure, Functional Communication, and Executive Function in Children With and Without Autism Spectrum Disorder (ASD) / Grace IAROCCI in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1818-1829 Titre : Second Language Exposure, Functional Communication, and Executive Function in Children With and Without Autism Spectrum Disorder (ASD) Type de document : texte imprimé Auteurs : Grace IAROCCI, Auteur ; Sarah M. HUTCHISON, Auteur ; Gillian O’TOOLE, Auteur Article en page(s) : p.1818-1829 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Second language exposure  Executive function  Functional communication Index. décimale : PER Périodiques Résumé : Parents and professionals are concerned that second language exposure may delay communication in children with ASD. In this study 174 youth (6–16 years) with and without ASD, exposed to a second language, were compared on executive function (EF) and functional communication (FC) with their peers without exposure. There were no significant differences between groups on age, IQ, and socioeconomic status. Parents reported on language exposure and rated EF and FC skills within everyday social contexts. The findings indicated that second language exposure in children with ASD is not associated with delay in cognitive and functional communication skills rather there was evidence of a reduced clinical impact as indexed by a lower percentage of children whose FC and EF ratings fell within the clinical range. En ligne : http://dx.doi.org/10.1007/s10803-017-3103-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Second Language Exposure, Functional Communication, and Executive Function in Children With and Without Autism Spectrum Disorder (ASD) [texte imprimé] / Grace IAROCCI, Auteur ; Sarah M. HUTCHISON, Auteur ; Gillian O’TOOLE, Auteur . - p.1818-1829. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1818-1829 Mots-clés : Autism spectrum disorder  Second language exposure  Executive function  Functional communication Index. décimale : PER Périodiques Résumé : Parents and professionals are concerned that second language exposure may delay communication in children with ASD. In this study 174 youth (6–16 years) with and without ASD, exposed to a second language, were compared on executive function (EF) and functional communication (FC) with their peers without exposure. There were no significant differences between groups on age, IQ, and socioeconomic status. Parents reported on language exposure and rated EF and FC skills within everyday social contexts. The findings indicated that second language exposure in children with ASD is not associated with delay in cognitive and functional communication skills rather there was evidence of a reduced clinical impact as indexed by a lower percentage of children whose FC and EF ratings fell within the clinical range. En ligne : http://dx.doi.org/10.1007/s10803-017-3103-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

What Is the Impact of Second Language Exposure and Intellectual Disability Status on Executive Function and Functional Communication Outcomes in Children and Adolescents With and Without Autism Spectrum Disorder (ASD)? / Sarah M. HUTCHISON in Autism Research, 18-9 (September 2025)  

Public ISBD [article]  inAutism Research > 18-9 (September 2025) . - p.1805-1816 Titre : What Is the Impact of Second Language Exposure and Intellectual Disability Status on Executive Function and Functional Communication Outcomes in Children and Adolescents With and Without Autism Spectrum Disorder (ASD)? Type de document : texte imprimé Auteurs : Sarah M. HUTCHISON, Auteur ; Natalia DIAZPINZON, Auteur ; Tim F. OBERLANDER, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.1805-1816 Langues : Anglais (eng) Mots-clés : adolescents  autism  bilingual  cognition  dual language learners  intelligence  multilingual Index. décimale : PER Périodiques Résumé : ABSTRACT Over the past 10 years, research has suggested no negative effect on second language exposure in children with autism spectrum disorder (ASD), yet, parents and professionals may be concerned that using a second language with a child with ASD may negatively impact their communication and cognitive skills, especially if the child also has an intellectual disability. In this study, 396 children and adolesents (5 16 years) with and without ASD and with and without second language exposure participated in the study. Parents reported on language exposure and rated executive function (EF) and functional communication (FC) skills using a standardized questionnaire. IQ was directly measured using the WASI-II and children were classified as having an intellectual disability if they had a full-scale score of less than 70. The sample included 18 children with ASD and an intellectual disability (10 without second language exposure, 8 with second language exposure). Results showed that children with ASD and second language exposure had significantly better EF skills and were significantly less likely to have executive dysfunction in the clinical range than children with ASD with no second language exposure. Second language exposure also did not have a negative impact on EF skills in children with ASD even when an intellectual disability was present. For FC skills, we failed to find significant difference between children with ASD with and without second language exposure. For children with ASD and intellectual disability, there was no significant difference on FC skills between children with and without second language exposure. As our sample of children with ASD and intellectual disability was small, additional research with a larger sample is urgently needed. En ligne : https://doi.org/10.1002/aur.70070 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] What Is the Impact of Second Language Exposure and Intellectual Disability Status on Executive Function and Functional Communication Outcomes in Children and Adolescents With and Without Autism Spectrum Disorder (ASD)? [texte imprimé] / Sarah M. HUTCHISON, Auteur ; Natalia DIAZPINZON, Auteur ; Tim F. OBERLANDER, Auteur ; Grace IAROCCI, Auteur . - p.1805-1816. Langues : Anglais (eng) in Autism Research > 18-9 (September 2025) . - p.1805-1816 Mots-clés : adolescents  autism  bilingual  cognition  dual language learners  intelligence  multilingual Index. décimale : PER Périodiques Résumé : ABSTRACT Over the past 10 years, research has suggested no negative effect on second language exposure in children with autism spectrum disorder (ASD), yet, parents and professionals may be concerned that using a second language with a child with ASD may negatively impact their communication and cognitive skills, especially if the child also has an intellectual disability. In this study, 396 children and adolesents (5 16 years) with and without ASD and with and without second language exposure participated in the study. Parents reported on language exposure and rated executive function (EF) and functional communication (FC) skills using a standardized questionnaire. IQ was directly measured using the WASI-II and children were classified as having an intellectual disability if they had a full-scale score of less than 70. The sample included 18 children with ASD and an intellectual disability (10 without second language exposure, 8 with second language exposure). Results showed that children with ASD and second language exposure had significantly better EF skills and were significantly less likely to have executive dysfunction in the clinical range than children with ASD with no second language exposure. Second language exposure also did not have a negative impact on EF skills in children with ASD even when an intellectual disability was present. For FC skills, we failed to find significant difference between children with ASD with and without second language exposure. For children with ASD and intellectual disability, there was no significant difference on FC skills between children with and without second language exposure. As our sample of children with ASD and intellectual disability was small, additional research with a larger sample is urgently needed. En ligne : https://doi.org/10.1002/aur.70070 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

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