Autism spectrum disorder symptoms from ages 2 to 19 years: Implications for diagnosing adolescents and young adults / Vanessa H. BAL in Autism Research, 12-1 (January 2019)  

Public ISBD [article]  inAutism Research > 12-1 (January 2019) . - p.89-99 Titre : Autism spectrum disorder symptoms from ages 2 to 19 years: Implications for diagnosing adolescents and young adults Type de document : texte imprimé Auteurs : Vanessa H. BAL, Auteur ; So Hyun KIM, Auteur ; Megan FOK, Auteur ; Catherine LORD, Auteur Article en page(s) : p.89-99 Langues : Anglais (eng) Mots-clés : adolescent  adult  longitudinal  symptom Index. décimale : PER Périodiques Résumé : This study explored change in social-communicative symptoms in 140 individuals with childhood autism spectrum disorder (ASD) diagnoses. Trajectories of caregiver-reported social-communicative symptoms were examined for three groups (verbal, delayed speech, minimally verbal) from ages 2 to 19 years. Groups showed comparable levels of social-communicative impairment at 2 years and significant decreases in overall symptom levels across the 17-year period (P < .001). Across three subdomains, main effects of time and language (P < .001) reflected patterns of overall improvement, although children with more impaired language tended to have more caregiver-reported symptoms relative to verbal peers. A significant time-by-language interaction (P < .001) reflected that trajectories of socioemotional reciprocity symptoms differed according to patterns of language development. In contrast, improvements in the nonverbal communication domain were seen across language groups, whereas deficits in the development and maintenance of relationships improved for only verbal children. Verbal adults showed significant reductions in the prevalence of kseveral symptoms exhibited during childhood. Improvements suggest that symptoms indicative of ASD in young children may no longer be diagnostic markers in adolescents and adults. Relative stability of several items suggests that impaired facial expression may be a core ASD symptom that warrants more systematic study across the lifespan. Research investigating the manifestation of ASD in older individuals is needed to foster development of appropriate assessment tools and interventions. Differential relationships to developmental factors within the broader social-communication domain underscores a need to focus on more narrowly defined symptom constructs when exploring links between pathophysiology and observable phenotypes. Autism Research 2019, 12: 89-99. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In a sample of 140 participants with autism spectrum disorder (ASD) followed from 2 to 19 years old, this study found that overall social-communicative symptoms improve across childhood and adolescence. However, timing and amount of change varied for different symptom categories and participants with different language abilities. Findings suggest that some older adolescents and adults with ASD may not exhibit the same difficulties observed in young children with ASD. More research is needed to better understand the strengths and needs of young adults with ASD. En ligne : http://dx.doi.org/10.1002/aur.2004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=376 [article] Autism spectrum disorder symptoms from ages 2 to 19 years: Implications for diagnosing adolescents and young adults [texte imprimé] / Vanessa H. BAL, Auteur ; So Hyun KIM, Auteur ; Megan FOK, Auteur ; Catherine LORD, Auteur . - p.89-99. Langues : Anglais (eng) in Autism Research > 12-1 (January 2019) . - p.89-99 Mots-clés : adolescent  adult  longitudinal  symptom Index. décimale : PER Périodiques Résumé : This study explored change in social-communicative symptoms in 140 individuals with childhood autism spectrum disorder (ASD) diagnoses. Trajectories of caregiver-reported social-communicative symptoms were examined for three groups (verbal, delayed speech, minimally verbal) from ages 2 to 19 years. Groups showed comparable levels of social-communicative impairment at 2 years and significant decreases in overall symptom levels across the 17-year period (P < .001). Across three subdomains, main effects of time and language (P < .001) reflected patterns of overall improvement, although children with more impaired language tended to have more caregiver-reported symptoms relative to verbal peers. A significant time-by-language interaction (P < .001) reflected that trajectories of socioemotional reciprocity symptoms differed according to patterns of language development. In contrast, improvements in the nonverbal communication domain were seen across language groups, whereas deficits in the development and maintenance of relationships improved for only verbal children. Verbal adults showed significant reductions in the prevalence of kseveral symptoms exhibited during childhood. Improvements suggest that symptoms indicative of ASD in young children may no longer be diagnostic markers in adolescents and adults. Relative stability of several items suggests that impaired facial expression may be a core ASD symptom that warrants more systematic study across the lifespan. Research investigating the manifestation of ASD in older individuals is needed to foster development of appropriate assessment tools and interventions. Differential relationships to developmental factors within the broader social-communication domain underscores a need to focus on more narrowly defined symptom constructs when exploring links between pathophysiology and observable phenotypes. Autism Research 2019, 12: 89-99. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In a sample of 140 participants with autism spectrum disorder (ASD) followed from 2 to 19 years old, this study found that overall social-communicative symptoms improve across childhood and adolescence. However, timing and amount of change varied for different symptom categories and participants with different language abilities. Findings suggest that some older adolescents and adults with ASD may not exhibit the same difficulties observed in young children with ASD. More research is needed to better understand the strengths and needs of young adults with ASD. En ligne : http://dx.doi.org/10.1002/aur.2004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=376

Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths / Vanessa H. BAL in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.62-74 Titre : Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths Type de document : texte imprimé Auteurs : Vanessa H. BAL, Auteur ; Ellen WILKINSON, Auteur ; Megan FOK, Auteur Article en page(s) : p.62-74 Langues : Anglais (eng) Mots-clés : cognitive profiles  savant skills  strengths  talents  conflicts of interest in relation to this article. Index. décimale : PER Périodiques Résumé : Previous research has suggested that focusing on impairments can be detrimental to the well-being of autistic individuals, yet little research has focused on strengths and positive qualities in autism. Some studies explored "savant skills" (herein referred to as "extraordinary talents"), that is, skills that stand out compared to the general population. These often group everyone who has a specific talent, rather than exploring subgroups with strengths in specific areas. There has been even less research focused on personal strengths (i.e. skills that stand out relative to the individual's other abilities, but not the general population). To expand this research, we use a sample of 1470 children (ages 4-18 years) from the Simons Simplex Collection without cognitive impairment to examine the relationship between having a parent-reported skill in a specific area and performance on a standardized cognitive test. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with these parent-reported skills had different patterns of performance on these standardized tests than children without skills in that area (i.e. visuospatial, drawing, computation, reading, and memory). Specific skills in computation or reading were associated with higher overall performance on the standardized tests. These results emphasize the importance of considering strengths separately by area, rather than combining individuals with different types of strengths. The high number of children with skills in this study underscores the need for more research in this area, particularly using instruments focused on understanding the nuances of these strengths. It is important for future studies to consider these skills in children with cognitive impairment. En ligne : http://dx.doi.org/10.1177/13623613211020618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths [texte imprimé] / Vanessa H. BAL, Auteur ; Ellen WILKINSON, Auteur ; Megan FOK, Auteur . - p.62-74. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.62-74 Mots-clés : cognitive profiles  savant skills  strengths  talents  conflicts of interest in relation to this article. Index. décimale : PER Périodiques Résumé : Previous research has suggested that focusing on impairments can be detrimental to the well-being of autistic individuals, yet little research has focused on strengths and positive qualities in autism. Some studies explored "savant skills" (herein referred to as "extraordinary talents"), that is, skills that stand out compared to the general population. These often group everyone who has a specific talent, rather than exploring subgroups with strengths in specific areas. There has been even less research focused on personal strengths (i.e. skills that stand out relative to the individual's other abilities, but not the general population). To expand this research, we use a sample of 1470 children (ages 4-18 years) from the Simons Simplex Collection without cognitive impairment to examine the relationship between having a parent-reported skill in a specific area and performance on a standardized cognitive test. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with these parent-reported skills had different patterns of performance on these standardized tests than children without skills in that area (i.e. visuospatial, drawing, computation, reading, and memory). Specific skills in computation or reading were associated with higher overall performance on the standardized tests. These results emphasize the importance of considering strengths separately by area, rather than combining individuals with different types of strengths. The high number of children with skills in this study underscores the need for more research in this area, particularly using instruments focused on understanding the nuances of these strengths. It is important for future studies to consider these skills in children with cognitive impairment. En ligne : http://dx.doi.org/10.1177/13623613211020618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Differences in profiles of emotional behavioral problems across instruments in verbal versus minimally verbal children with autism spectrum disorder / Megan FOK in Autism Research, 12-9 (September 2019)  

Public ISBD [article]  inAutism Research > 12-9 (September 2019) . - p.1367-1375 Titre : Differences in profiles of emotional behavioral problems across instruments in verbal versus minimally verbal children with autism spectrum disorder Type de document : texte imprimé Auteurs : Megan FOK, Auteur ; Vanessa H. BAL, Auteur Article en page(s) : p.1367-1375 Langues : Anglais (eng) Mots-clés : affect/emotion  children  language Index. décimale : PER Périodiques Résumé : There has been increasing attention to the assessment of minimally verbal (MV) children with autism spectrum disorder (ASD). Previous research has begun to examine the relationship between verbal abilities and emotional and behavioral problems (EBP). The current study compared parent-reported EBP in children of differing language levels on two instruments commonly used in ASD research and clinical practice, the Child Behavior Checklist (CBCL) and Aberrant Behavior Checklist (ABC). The study consisted of 1,937 6-18 years old children with ASD from the Simons Simplex Collection. Children were divided into three language groups, by ADOS module (Module 1 = MV, 2 = phrase speech (PS), and 3 = verbally fluent (VF)) and then compared on CBCL and ABC subscales. The ABC and CBCL showed different patterns of elevations across the language groups. MV children were reported to have more impairment than VF children on the ABC irritability, lethargy, and hyperactivity scales. Children with less language (MV and PS) exhibited less impairment on the CBCL internalizing domain than VF children, but did not differ on the externalizing domain. Post hoc comparisons showed that internalizing differences were driven by fewer children with less language exhibiting clinically elevated anxious/depressed scores compared to VF children. The present study underscores the significance of considering language when assessing EBP. Results have implications for the psychiatric screening of children with ASD, particularly those with language impairments. Researchers should exercise caution when applying EBP instruments designed for use with different populations and purposes to broad samples of children. Autism Res 2019, 12: 1367-1375. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Some emotional and behavioral problem (EBP) scales include items that may be inappropriate for children with ASD and limited language. The present study found that there was a tendency for children with language impairment to have lower internalizing scores on the Child Behavior Checklist, but higher scores lethargy and irritability scores on the Aberrant Behavior Checklist, relative to verbally fluent children. This suggests that each of these instruments may underestimate EBPs in certain subsets of children. En ligne : http://dx.doi.org/10.1002/aur.2126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Differences in profiles of emotional behavioral problems across instruments in verbal versus minimally verbal children with autism spectrum disorder [texte imprimé] / Megan FOK, Auteur ; Vanessa H. BAL, Auteur . - p.1367-1375. Langues : Anglais (eng) in Autism Research > 12-9 (September 2019) . - p.1367-1375 Mots-clés : affect/emotion  children  language Index. décimale : PER Périodiques Résumé : There has been increasing attention to the assessment of minimally verbal (MV) children with autism spectrum disorder (ASD). Previous research has begun to examine the relationship between verbal abilities and emotional and behavioral problems (EBP). The current study compared parent-reported EBP in children of differing language levels on two instruments commonly used in ASD research and clinical practice, the Child Behavior Checklist (CBCL) and Aberrant Behavior Checklist (ABC). The study consisted of 1,937 6-18 years old children with ASD from the Simons Simplex Collection. Children were divided into three language groups, by ADOS module (Module 1 = MV, 2 = phrase speech (PS), and 3 = verbally fluent (VF)) and then compared on CBCL and ABC subscales. The ABC and CBCL showed different patterns of elevations across the language groups. MV children were reported to have more impairment than VF children on the ABC irritability, lethargy, and hyperactivity scales. Children with less language (MV and PS) exhibited less impairment on the CBCL internalizing domain than VF children, but did not differ on the externalizing domain. Post hoc comparisons showed that internalizing differences were driven by fewer children with less language exhibiting clinically elevated anxious/depressed scores compared to VF children. The present study underscores the significance of considering language when assessing EBP. Results have implications for the psychiatric screening of children with ASD, particularly those with language impairments. Researchers should exercise caution when applying EBP instruments designed for use with different populations and purposes to broad samples of children. Autism Res 2019, 12: 1367-1375. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Some emotional and behavioral problem (EBP) scales include items that may be inappropriate for children with ASD and limited language. The present study found that there was a tendency for children with language impairment to have lower internalizing scores on the Child Behavior Checklist, but higher scores lethargy and irritability scores on the Aberrant Behavior Checklist, relative to verbally fluent children. This suggests that each of these instruments may underestimate EBPs in certain subsets of children. En ligne : http://dx.doi.org/10.1002/aur.2126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Frequency and correlates of augmentative and alternative communication use in an autistic inpatient sample / Elizabeth A. DELUCIA in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.2060-2068 Titre : Frequency and correlates of augmentative and alternative communication use in an autistic inpatient sample Type de document : texte imprimé Auteurs : Elizabeth A. DELUCIA, Auteur ; Tyler C. MCFAYDEN, Auteur ; Megan FOK, Auteur ; Theresa M. ANDRZEJEWSKI, Auteur ; Angela SCARPA, Auteur ; Christina G. MCDONNELL, Auteur Article en page(s) : p.2060-2068 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although augmentative and alternative communication (AAC) strategies are often used by autistic youth, little is known about the use of AAC in inpatient psychiatric settings. This study evaluated how demographic and clinical factors (e.g., language level, IQ) related to AAC use in a well-characterized sample of 527 autistic youth (78.7% male, mean age 12.94) who participated in the Autism Inpatient Collection. AAC use was common, with 42.5% of caregivers reporting at least one form of AAC. White children were more likely to use AAC than non-white children at the bivariate level. In regression analyses, young children were more likely to use AAC than older children. These results suggest the importance of provider training and improved equitable access to AAC. En ligne : https://doi.org/10.1007/s10803-022-05650-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Frequency and correlates of augmentative and alternative communication use in an autistic inpatient sample [texte imprimé] / Elizabeth A. DELUCIA, Auteur ; Tyler C. MCFAYDEN, Auteur ; Megan FOK, Auteur ; Theresa M. ANDRZEJEWSKI, Auteur ; Angela SCARPA, Auteur ; Christina G. MCDONNELL, Auteur . - p.2060-2068. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.2060-2068 Index. décimale : PER Périodiques Résumé : Although augmentative and alternative communication (AAC) strategies are often used by autistic youth, little is known about the use of AAC in inpatient psychiatric settings. This study evaluated how demographic and clinical factors (e.g., language level, IQ) related to AAC use in a well-characterized sample of 527 autistic youth (78.7% male, mean age 12.94) who participated in the Autism Inpatient Collection. AAC use was common, with 42.5% of caregivers reporting at least one form of AAC. White children were more likely to use AAC than non-white children at the bivariate level. In regression analyses, young children were more likely to use AAC than older children. These results suggest the importance of provider training and improved equitable access to AAC. En ligne : https://doi.org/10.1007/s10803-022-05650-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Measurement invariance of Child Behavior Checklist internalizing and externalizing factors between non-speaking/partially verbal and speaking autistic children / Megan FOK in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102249 Titre : Measurement invariance of Child Behavior Checklist internalizing and externalizing factors between non-speaking/partially verbal and speaking autistic children Type de document : texte imprimé Auteurs : Megan FOK, Auteur ; Elizabeth A. DELUCIA, Auteur ; Theresa M. ANDRZEJEWSKI, Auteur ; Christina G. MCDONNELL, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.102249 Mots-clés : CBCL  Measurement invariance  Non-speaking  Partially verbal  Language  Emotional behavioral concerns Index. décimale : PER Périodiques Résumé : Background The Child Behavior Checklist (CBCL) is commonly used to screen for emotional and behavioral concerns (EBC) in autistic children; however, few studies have tested the measurement invariance across language groups. Method The current study conducted a multi-group confirmatory factor analysis to examine the factorial invariance of the broadband internalizing and externalizing factor structure between 311 speaking and 1778 non-speaking/partially verbal (NSPV) autistic children using the Simons Simplex Collection (N = 2089), which represents a specific phenotypic presentation of autism. Results The two-factor structure achieved configural and metric but not scalar invariance, suggesting that, while the CBCL appears useful as a measure of EBC in autistic youth within language groups in our sample, the Internalizing and Externalizing domain scores might not be comparable between language groups due to measurement bias. Conclusions While EBC in autistic children can be measured using the CBCL, comparisons between NSPV and speaking children should be approached with caution. Measures that demonstrate invariance across language groups are a critical research priority in understanding how EBC manifest across ability levels, particularly in the development of appropriate mental health interventions. Considerations for practical implications of scalar non-invariance are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Measurement invariance of Child Behavior Checklist internalizing and externalizing factors between non-speaking/partially verbal and speaking autistic children [texte imprimé] / Megan FOK, Auteur ; Elizabeth A. DELUCIA, Auteur ; Theresa M. ANDRZEJEWSKI, Auteur ; Christina G. MCDONNELL, Auteur ; Angela SCARPA, Auteur . - p.102249. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102249 Mots-clés : CBCL  Measurement invariance  Non-speaking  Partially verbal  Language  Emotional behavioral concerns Index. décimale : PER Périodiques Résumé : Background The Child Behavior Checklist (CBCL) is commonly used to screen for emotional and behavioral concerns (EBC) in autistic children; however, few studies have tested the measurement invariance across language groups. Method The current study conducted a multi-group confirmatory factor analysis to examine the factorial invariance of the broadband internalizing and externalizing factor structure between 311 speaking and 1778 non-speaking/partially verbal (NSPV) autistic children using the Simons Simplex Collection (N = 2089), which represents a specific phenotypic presentation of autism. Results The two-factor structure achieved configural and metric but not scalar invariance, suggesting that, while the CBCL appears useful as a measure of EBC in autistic youth within language groups in our sample, the Internalizing and Externalizing domain scores might not be comparable between language groups due to measurement bias. Conclusions While EBC in autistic children can be measured using the CBCL, comparisons between NSPV and speaking children should be approached with caution. Measures that demonstrate invariance across language groups are a critical research priority in understanding how EBC manifest across ability levels, particularly in the development of appropriate mental health interventions. Considerations for practical implications of scalar non-invariance are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Predictors of longer-term development of expressive language in two independent longitudinal cohorts of language-delayed preschoolers with Autism Spectrum Disorder / Vanessa H. BAL in Journal of Child Psychology and Psychiatry, 61-7 (July 2020)  

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A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth / Megan FOK ; Elizabeth A. DELUCIA ; Angela SCARPA in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

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The Impact of Birth Order on Language Development in Autistic Children from Simplex Families / Tyler C. MCFAYDEN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

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