Atypical Emotional Electrodermal Activity in Toddlers with Autism Spectrum Disorder / Angelina VERNETTI in Autism Research, 13-9 (September 2020)  

Public ISBD [article]  inAutism Research > 13-9 (September 2020) . - p.1476-1488 Titre : Atypical Emotional Electrodermal Activity in Toddlers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Angelina VERNETTI, Auteur ; Frederick SHIC, Auteur ; Laura BOCCANFUSO, Auteur ; Suzanne L. MACARI, Auteur ; Finola KANE-GRADE, Auteur ; Anna MILGRAMM, Auteur ; Emily HILTON, Auteur ; Perrine HEYMANN, Auteur ; Matthew GOODWIN, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.1476-1488 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Past studies in autism spectrum disorder (ASD) indicate atypical peripheral physiological arousal. However, the conditions under which these atypicalities arise and their link with behavioral emotional expressions and core ASD symptoms remain uncertain. Given the importance of physiological arousal in affective, learning, and cognitive processes, the current study examined changes in skin conductance level (ΔSCL) in 41 toddlers with ASD (mean age: 22.7 months, SD: 2.9) and 32 age-matched toddlers with typical development (TD) (mean age: 21.6 months, SD: 3.6) in response to probes designed to induce anger, joy, and fear emotions. The magnitude of ΔSCL was comparable during anger (P = 0.206, d = 0.30) and joy (P = 0.996, d = 0.01) conditions, but significantly lower during the fear condition (P = 0.001, d = 0.83) in toddlers with ASD compared to TD peers. In the combined samples, ΔSCL positively correlated with intensity of behavioral emotional expressivity during the anger (r[71] = 0.36, P = 0.002) and fear (r[68] = 0.32, P = 0.007) conditions, but not in the joy (r[69] = −0.15, P = 0.226) condition. Finally, ΔSCL did not associate with autism symptom severity in any emotion-eliciting condition in the ASD group. Toddlers with ASD displayed attenuated ΔSCL to situations aimed at eliciting fear, which may forecast the emergence of highly prevalent internalizing and externalizing problems in this population. The study putatively identifies ΔSCL as a dimension not associated with severity of autism but with behavioral responses in negatively emotionally challenging events and provides support for the feasibility, validity, and incipient utility of examining ΔSCL in response to emotional challenges in very young children. Lay Summary Physiological arousal was measured in toddlers with autism exposed to frustrating, pleasant, and threatening tasks. Compared to typically developing peers, toddlers with autism showed comparable arousal responses to frustrating and pleasant events, but lower responses to threatening events. Importantly, physiological arousal and behavioral expressions were aligned during frustrating and threatening events, inviting exploration of physiological arousal to measure responses to emotional challenges. Furthermore, this study advances the understanding of precursors to emotional and behavioral problems common in older children with autism. Autism Res 2020, 13: 1476–1488. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2374 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Atypical Emotional Electrodermal Activity in Toddlers with Autism Spectrum Disorder [texte imprimé] / Angelina VERNETTI, Auteur ; Frederick SHIC, Auteur ; Laura BOCCANFUSO, Auteur ; Suzanne L. MACARI, Auteur ; Finola KANE-GRADE, Auteur ; Anna MILGRAMM, Auteur ; Emily HILTON, Auteur ; Perrine HEYMANN, Auteur ; Matthew GOODWIN, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.1476-1488. Langues : Anglais (eng) in Autism Research > 13-9 (September 2020) . - p.1476-1488 Index. décimale : PER Périodiques Résumé : Past studies in autism spectrum disorder (ASD) indicate atypical peripheral physiological arousal. However, the conditions under which these atypicalities arise and their link with behavioral emotional expressions and core ASD symptoms remain uncertain. Given the importance of physiological arousal in affective, learning, and cognitive processes, the current study examined changes in skin conductance level (ΔSCL) in 41 toddlers with ASD (mean age: 22.7 months, SD: 2.9) and 32 age-matched toddlers with typical development (TD) (mean age: 21.6 months, SD: 3.6) in response to probes designed to induce anger, joy, and fear emotions. The magnitude of ΔSCL was comparable during anger (P = 0.206, d = 0.30) and joy (P = 0.996, d = 0.01) conditions, but significantly lower during the fear condition (P = 0.001, d = 0.83) in toddlers with ASD compared to TD peers. In the combined samples, ΔSCL positively correlated with intensity of behavioral emotional expressivity during the anger (r[71] = 0.36, P = 0.002) and fear (r[68] = 0.32, P = 0.007) conditions, but not in the joy (r[69] = −0.15, P = 0.226) condition. Finally, ΔSCL did not associate with autism symptom severity in any emotion-eliciting condition in the ASD group. Toddlers with ASD displayed attenuated ΔSCL to situations aimed at eliciting fear, which may forecast the emergence of highly prevalent internalizing and externalizing problems in this population. The study putatively identifies ΔSCL as a dimension not associated with severity of autism but with behavioral responses in negatively emotionally challenging events and provides support for the feasibility, validity, and incipient utility of examining ΔSCL in response to emotional challenges in very young children. Lay Summary Physiological arousal was measured in toddlers with autism exposed to frustrating, pleasant, and threatening tasks. Compared to typically developing peers, toddlers with autism showed comparable arousal responses to frustrating and pleasant events, but lower responses to threatening events. Importantly, physiological arousal and behavioral expressions were aligned during frustrating and threatening events, inviting exploration of physiological arousal to measure responses to emotional challenges. Furthermore, this study advances the understanding of precursors to emotional and behavioral problems common in older children with autism. Autism Res 2020, 13: 1476–1488. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2374 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder / Anna MILGRAMM in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138 Titre : Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur ; Melissa L. RINALDI, Auteur Article en page(s) : p.2132-2138 Langues : Anglais (eng) Mots-clés : Academic Performance/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Child, Preschool  Comprehension  Educational Measurement  Female  Humans  Male  Problem Behavior  Regression Analysis  School Teachers  Schools  Social Skills  Academic competence  Autism  Problem behaviors  Social skills  Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder [texte imprimé] / Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur ; Melissa L. RINALDI, Auteur . - p.2132-2138. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138 Mots-clés : Academic Performance/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Child, Preschool  Comprehension  Educational Measurement  Female  Humans  Male  Problem Behavior  Regression Analysis  School Teachers  Schools  Social Skills  Academic competence  Autism  Problem behaviors  Social skills  Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Brief Report: Reductions in Parenting Stress in the Context of PEERS-A Social Skills Intervention for Adolescents with Autism Spectrum Disorder / Laura L. CORONA in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5073-5077 Titre : Brief Report: Reductions in Parenting Stress in the Context of PEERS-A Social Skills Intervention for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Laura L. CORONA, Auteur ; Cortney JANICKI, Auteur ; Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur Article en page(s) : p.5073-5077 Langues : Anglais (eng) Mots-clés : Adolescence  Autism  Parenting stress  Social skills intervention Index. décimale : PER Périodiques Résumé : Social skills intervention is an evidence-based practice for enhancing communication and interpersonal skills in individuals with autism spectrum disorder (ASD). Participation in the Program for the Education and Enrichment of Relational Skills (PEERS(R)), a manualized social skills intervention for adolescents with ASD, is associated with improved social skills and peer interactions, as well as decreased autism symptoms. Participation in PEERS(R) has also been linked to increased parent self-efficacy and decreased family chaos. The present study examined parenting stress in the context of PEERS(R). Following participation in PEERS(R), parents reported lower levels of parenting stress associated with adolescent mood and social isolation. These findings provide further evidence of the family-wide benefits of adolescent-focused social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04201-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Brief Report: Reductions in Parenting Stress in the Context of PEERS-A Social Skills Intervention for Adolescents with Autism Spectrum Disorder [texte imprimé] / Laura L. CORONA, Auteur ; Cortney JANICKI, Auteur ; Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur . - p.5073-5077. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5073-5077 Mots-clés : Adolescence  Autism  Parenting stress  Social skills intervention Index. décimale : PER Périodiques Résumé : Social skills intervention is an evidence-based practice for enhancing communication and interpersonal skills in individuals with autism spectrum disorder (ASD). Participation in the Program for the Education and Enrichment of Relational Skills (PEERS(R)), a manualized social skills intervention for adolescents with ASD, is associated with improved social skills and peer interactions, as well as decreased autism symptoms. Participation in PEERS(R) has also been linked to increased parent self-efficacy and decreased family chaos. The present study examined parenting stress in the context of PEERS(R). Following participation in PEERS(R), parents reported lower levels of parenting stress associated with adolescent mood and social isolation. These findings provide further evidence of the family-wide benefits of adolescent-focused social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04201-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Community-based Parent Education for Caregivers of Children Newly Diagnosed with Autism Spectrum Disorder / Anna MILGRAMM in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1200-1210 Titre : Community-based Parent Education for Caregivers of Children Newly Diagnosed with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Anna MILGRAMM, Auteur ; Laura L. CORONA, Auteur ; Cortney JANICKI-MENZIE, Auteur ; Kristin V. CHRISTODULU, Auteur Article en page(s) : p.1200-1210 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Caregivers  Child  Educational Status  Humans  Parenting  Parents  Autism spectrum disorder  Parent education  Post-diagnosis support Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) frequently report high levels of stress related to the process of receiving an ASD diagnosis and navigating the intervention landscape. Parent education programs offer one approach to providing families with support, information, and resources following a child's diagnosis. Given the heterogeneity of such programs, there have been calls within the literature for increased characterization and systematic evaluation of this type of parent-focused intervention. The present study describes the structure and content of a community-based, group-format parent education program for families of children newly diagnosed with ASD. Following program participation, parents reported reductions in parenting stress, increases in knowledge and empowerment, and high levels of satisfaction. Implications and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05025-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Community-based Parent Education for Caregivers of Children Newly Diagnosed with Autism Spectrum Disorder [texte imprimé] / Anna MILGRAMM, Auteur ; Laura L. CORONA, Auteur ; Cortney JANICKI-MENZIE, Auteur ; Kristin V. CHRISTODULU, Auteur . - p.1200-1210. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1200-1210 Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Caregivers  Child  Educational Status  Humans  Parenting  Parents  Autism spectrum disorder  Parent education  Post-diagnosis support Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) frequently report high levels of stress related to the process of receiving an ASD diagnosis and navigating the intervention landscape. Parent education programs offer one approach to providing families with support, information, and resources following a child's diagnosis. Given the heterogeneity of such programs, there have been calls within the literature for increased characterization and systematic evaluation of this type of parent-focused intervention. The present study describes the structure and content of a community-based, group-format parent education program for families of children newly diagnosed with ASD. Following program participation, parents reported reductions in parenting stress, increases in knowledge and empowerment, and high levels of satisfaction. Implications and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05025-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

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