Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1171-1174 Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1171-1174 Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1171-1174 Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1171-1174 Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Defining clusters of young autistic and typically developing children based on loudness-dependent auditory electrophysiological responses / Patrick DWYER in Molecular Autism, 11 (2020)  

Public ISBD [article]  inMolecular Autism > 11 (2020) . - 48 p. Titre : Defining clusters of young autistic and typically developing children based on loudness-dependent auditory electrophysiological responses Type de document : Texte imprimé et/ou numérique Auteurs : Patrick DWYER, Auteur ; Xiaodong WANG, Auteur ; Rosanna DE MEO-MONTEIL, Auteur ; Fushing HSIEH, Auteur ; Clifford D. SARON, Auteur ; Susan M. RIVERA, Auteur Article en page(s) : 48 p. Langues : Anglais (eng) Mots-clés : Autism  Event-related potentials (ERPs)  Heterogeneity  Hierarchical clustering  Sensory processing  Subgroups  study. Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic individuals exhibit atypical patterns of sensory processing that are known to be related to quality of life, but which are also highly heterogeneous. Previous investigations of this heterogeneity have ordinarily used questionnaires and have rarely investigated sensory processing in typical development (TD) alongside autism spectrum development (ASD). METHODS: The present study used hierarchical clustering in a large sample to identify subgroups of young autistic and typically developing children based on the normalized global field power (GFP) of their event-related potentials (ERPs) to auditory stimuli of four different loudness intensities (50, 60, 70, 80?dB SPL): that is, based on an index of the relative strengths of their neural responses across these loudness conditions. RESULTS: Four clusters of participants were defined. Normalized GFP responses to sounds of different intensities differed strongly across clusters. There was considerable overlap in cluster assignments of autistic and typically developing participants, but autistic participants were more likely to display a pattern of relatively linear increases in response strength accompanied by a disproportionately strong response to 70?dB stimuli. Autistic participants displaying this pattern trended towards obtaining higher scores on assessments of cognitive abilities. There was also a trend for typically developing participants to disproportionately fall into a cluster characterized by disproportionately/nonlinearly strong 60?dB responses. Greater auditory distractibility was reported among autistic participants in a cluster characterized by disproportionately strong responses to the loudest (80?dB) sounds, and furthermore, relatively strong responses to loud sounds were correlated with auditory distractibility. This appears to provide evidence of coinciding behavioral and neural sensory atypicalities. LIMITATIONS: Replication may be needed to verify exploratory results. This analysis does not address variability related to classical ERP latencies and topographies. The sensory questionnaire employed was not specifically designed for use in autism. Hearing acuity was not measured. Variability in sensory responses unrelated to loudness is not addressed, leaving room for additional research. CONCLUSIONS: Taken together, these data demonstrate the broader benefits of using electrophysiology to explore individual differences. They illuminate different neural response patterns and suggest relationships between sensory neural responses and sensory behaviors, cognitive abilities, and autism diagnostic status. En ligne : http://dx.doi.org/10.1186/s13229-020-00352-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] Defining clusters of young autistic and typically developing children based on loudness-dependent auditory electrophysiological responses [Texte imprimé et/ou numérique] / Patrick DWYER, Auteur ; Xiaodong WANG, Auteur ; Rosanna DE MEO-MONTEIL, Auteur ; Fushing HSIEH, Auteur ; Clifford D. SARON, Auteur ; Susan M. RIVERA, Auteur . - 48 p. Langues : Anglais (eng) in Molecular Autism > 11 (2020) . - 48 p. Mots-clés : Autism  Event-related potentials (ERPs)  Heterogeneity  Hierarchical clustering  Sensory processing  Subgroups  study. Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic individuals exhibit atypical patterns of sensory processing that are known to be related to quality of life, but which are also highly heterogeneous. Previous investigations of this heterogeneity have ordinarily used questionnaires and have rarely investigated sensory processing in typical development (TD) alongside autism spectrum development (ASD). METHODS: The present study used hierarchical clustering in a large sample to identify subgroups of young autistic and typically developing children based on the normalized global field power (GFP) of their event-related potentials (ERPs) to auditory stimuli of four different loudness intensities (50, 60, 70, 80?dB SPL): that is, based on an index of the relative strengths of their neural responses across these loudness conditions. RESULTS: Four clusters of participants were defined. Normalized GFP responses to sounds of different intensities differed strongly across clusters. There was considerable overlap in cluster assignments of autistic and typically developing participants, but autistic participants were more likely to display a pattern of relatively linear increases in response strength accompanied by a disproportionately strong response to 70?dB stimuli. Autistic participants displaying this pattern trended towards obtaining higher scores on assessments of cognitive abilities. There was also a trend for typically developing participants to disproportionately fall into a cluster characterized by disproportionately/nonlinearly strong 60?dB responses. Greater auditory distractibility was reported among autistic participants in a cluster characterized by disproportionately strong responses to the loudest (80?dB) sounds, and furthermore, relatively strong responses to loud sounds were correlated with auditory distractibility. This appears to provide evidence of coinciding behavioral and neural sensory atypicalities. LIMITATIONS: Replication may be needed to verify exploratory results. This analysis does not address variability related to classical ERP latencies and topographies. The sensory questionnaire employed was not specifically designed for use in autism. Hearing acuity was not measured. Variability in sensory responses unrelated to loudness is not addressed, leaving room for additional research. CONCLUSIONS: Taken together, these data demonstrate the broader benefits of using electrophysiology to explore individual differences. They illuminate different neural response patterns and suggest relationships between sensory neural responses and sensory behaviors, cognitive abilities, and autism diagnostic status. En ligne : http://dx.doi.org/10.1186/s13229-020-00352-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students / Tomisin OREDIPE in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.200-212 Titre : Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students [Texte imprimé et/ou numérique] / Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.200-212. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.200-212 Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Exploring Sensory Subgroups in Typical Development and Autism Spectrum Development Using Factor Mixture Modelling / Patrick DWYER in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3840-3860 Titre : Exploring Sensory Subgroups in Typical Development and Autism Spectrum Development Using Factor Mixture Modelling Type de document : Texte imprimé et/ou numérique Auteurs : Patrick DWYER, Auteur ; Emilio FERRER, Auteur ; Clifford D. SARON, Auteur ; Susan M. RIVERA, Auteur Article en page(s) : p.3840-3860 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Child Development Disorders, Pervasive  Humans  Auditory P1  Auditory event-related potentials (ERPs)  Autism  Factor mixture modelling  Heterogeneity  Sensory processing Index. décimale : PER Périodiques Résumé : This study uses factor mixture modelling of the Short Sensory Profile (SSP) at two time points to describe subgroups of young autistic and typically-developing children. This approach allows separate SSP subscales to influence overall SSP performance differentially across subgroups. Three subgroups were described, one including almost all typically-developing participants plus many autistic participants. SSP performance of a second, largely-autistic subgroup was predominantly shaped by a subscale indexing behaviours of low energy/weakness. Finally, the third subgroup, again largely autistic, contained participants with low (or more "atypical") SSP scores across most subscales. In this subgroup, autistic participants exhibited large P1 amplitudes to loud sounds. Autistic participants in subgroups with more atypical SSP scores had higher anxiety and more sleep disturbances. En ligne : http://dx.doi.org/10.1007/s10803-021-05256-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Exploring Sensory Subgroups in Typical Development and Autism Spectrum Development Using Factor Mixture Modelling [Texte imprimé et/ou numérique] / Patrick DWYER, Auteur ; Emilio FERRER, Auteur ; Clifford D. SARON, Auteur ; Susan M. RIVERA, Auteur . - p.3840-3860. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3840-3860 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Child Development Disorders, Pervasive  Humans  Auditory P1  Auditory event-related potentials (ERPs)  Autism  Factor mixture modelling  Heterogeneity  Sensory processing Index. décimale : PER Périodiques Résumé : This study uses factor mixture modelling of the Short Sensory Profile (SSP) at two time points to describe subgroups of young autistic and typically-developing children. This approach allows separate SSP subscales to influence overall SSP performance differentially across subgroups. Three subgroups were described, one including almost all typically-developing participants plus many autistic participants. SSP performance of a second, largely-autistic subgroup was predominantly shaped by a subscale indexing behaviours of low energy/weakness. Finally, the third subgroup, again largely autistic, contained participants with low (or more "atypical") SSP scores across most subscales. In this subgroup, autistic participants exhibited large P1 amplitudes to loud sounds. Autistic participants in subgroups with more atypical SSP scores had higher anxiety and more sleep disturbances. En ligne : http://dx.doi.org/10.1007/s10803-021-05256-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Factors underlying differences in knowledge, explicit stigma and implicit biases towards autism across Hong Kong, the United Kingdom and the United States / Yulin CHENG in Autism, 29-4 (April 2025)  

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Habituation of auditory responses in young autistic and neurotypical children / Patrick DWYER in Autism Research, 16-10 (October 2023)  

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Identification of Longitudinal Sensory Subtypes in Typical Development and Autism Spectrum Development Using Growth Mixture Modelling / Patrick DWYER in Research in Autism Spectrum Disorders, 78 (October 2020)  

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Learning from the experts: Evaluating a participatory autism and universal design training for university educators / TC WAISMAN in Autism, 27-2 (February 2023)  

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Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework / Rachel K. SCHUCK in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults / Patrick DWYER ; Kaitlynn M. P. BAIDEN ; Zachary J. WILLIAMS ; Mian WANG in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

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The INSAR Community Collaborator Request: Using community-academic partnerships to enhance outcomes of participatory autism research / Patrick DWYER ; Dena GASSNER ; Melanie HEYWORTH ; Zachary J. WILLIAMS in Autism Research, 16-11 (November 2023)  

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The Neurodiversity Attitudes Questionnaire: Development and Initial Validation / Rachel K. SCHUCK in Autism, 28-11 (November 2024)  

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The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults / Kaitlynn M. P. BAIDEN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

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