Anxiety relates to classroom executive function problems in students with ASD, but not ADHD / Mary F. S. DIECKHAUS in Research in Autism Spectrum Disorders, 82 (April 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Titre : Anxiety relates to classroom executive function problems in students with ASD, but not ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur Article en page(s) : 101739 Langues : Anglais (eng) Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Anxiety relates to classroom executive function problems in students with ASD, but not ADHD [Texte imprimé et/ou numérique] / Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur . - 101739. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism / Cheryl L. DICKTER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.114-124 Titre : Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur Article en page(s) : p.114-124 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n?=?473) and parents of children without autism (n?=?707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism [Texte imprimé et/ou numérique] / Cheryl L. DICKTER, Auteur ; Joshua A. BURK, Auteur ; Laura G. ANTHONY, Auteur ; Hillary A. ROBERTSON, Auteur ; Alyssa VERBALIS, Auteur ; Sydney SEESE, Auteur ; Yetta MYRICK, Auteur ; Bruno J. ANTHONY, Auteur . - p.114-124. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.114-124 Mots-clés : autism spectrum disorders  social cognition and social behavior Index. décimale : PER Périodiques Résumé : The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism (n?=?473) and parents of children without autism (n?=?707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism. En ligne : http://dx.doi.org/10.1177/1362361320949346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Gender, assigned sex at birth, and gender diversity: Windows into diagnostic timing disparities in autism / Goldie A. MCQUAID in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2806 - 2820 Titre : Gender, assigned sex at birth, and gender diversity: Windows into diagnostic timing disparities in autism Type de document : Texte imprimé et/ou numérique Auteurs : Goldie A. MCQUAID, Auteur ; Allison B. RATTO, Auteur ; Allison JACK, Auteur ; Alexis KHUU, Auteur ; Jessica V. SMITH, Auteur ; Sean C. DUANE, Auteur ; Ann CLAWSON, Auteur ; Nancy Raitano LEE, Auteur ; Alyssa VERBALIS, Auteur ; Kevin A. PELPHREY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; John F. STRANG, Auteur Article en page(s) : p.2806 - 2820 Langues : Anglais (eng) Mots-clés : age at diagnosis  autism  diagnosis  gender  sex Index. décimale : PER Périodiques Résumé : Later autism diagnosis is associated with increased mental health risks. Understanding disparities in diagnostic timing is important to reduce psychiatric burden for autistic people. One characteristic associated with later autism diagnosis is female sex assigned at birth. However, literature to date does not characterize, differentiate, or account for gender identity beyond assigned sex at birth. Gender diversity may be more common in autistic relative to neurotypical people, and autism is proportionally overrepresented in gender-diverse populations. We examined age at autism diagnosis by assigned sex at birth, gender identity, and gender diversity (gender-diverse vs cisgender) status, separately. Three independent cohorts representing different ascertainments were examined: a research-recruited academic medical center sample (N = 193; 8.0 - 18.0?years); a clinic-based sample (N = 1550; 1.3 - 25.4?years); and a community-enriched sample (N = 244, 18.2 - 30.0?years). The clinic-based and community-enriched samples revealed disparities in diagnostic timing: people assigned female at birth, people of female gender, and gender-diverse people were diagnosed with autism significantly later than persons assigned male at birth, persons of male gender, and cisgender persons, respectively. Birth-sex, gender identity, and gender diversity may each uniquely relate to disparities in autism diagnostic timing. The influence of ascertainment strategies, particularly in studies examining assigned sex at birth or gender identity, should be considered. Lay Abstract Later autism diagnosis is associated with risk for mental health problems. Understanding factors related to later autism diagnosis may help reduce mental health risks for autistic people. One characteristic associated with later autism diagnosis is female sex. However, studies often do not distinguish sex assigned at birth and gender identity. Gender diversity may be more common in autistic relative to neurotypical people, and autism is more common in gender-diverse populations. We studied age at autism diagnosis by sex assigned at birth, gender identity, and gender diversity (gender-diverse vs cisgender) status, separately. We studied three separate autistic samples, each of which differed in how they were diagnosed and how they were recruited. The samples included 193 persons (8.0 - 18.0?years) from a research-recruited academic medical center sample; 1,550 people (1.3 - 25.4?years) from a clinic-based sample; and 244 people (18.2 - 30.0?years) from a community-enriched sample. We found significant differences in the clinic-based and community-enriched samples. People assigned female sex at birth were diagnosed with autism significantly later than people assigned male at birth. People of female gender were diagnosed significantly later than people of male gender. Gender-diverse people were diagnosed significantly later than cisgender people. Sex assigned at birth, gender identity, and gender diversity may each show unique relationships with age of autism diagnosis. Differences in how autistic people are diagnosed and recruited are important to consider in studies that examine sex assigned at birth or gender identity. More research into autism diagnosis in adulthood is needed. En ligne : https://dx.doi.org/10.1177/13623613241243117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Gender, assigned sex at birth, and gender diversity: Windows into diagnostic timing disparities in autism [Texte imprimé et/ou numérique] / Goldie A. MCQUAID, Auteur ; Allison B. RATTO, Auteur ; Allison JACK, Auteur ; Alexis KHUU, Auteur ; Jessica V. SMITH, Auteur ; Sean C. DUANE, Auteur ; Ann CLAWSON, Auteur ; Nancy Raitano LEE, Auteur ; Alyssa VERBALIS, Auteur ; Kevin A. PELPHREY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; John F. STRANG, Auteur . - p.2806 - 2820. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2806 - 2820 Mots-clés : age at diagnosis  autism  diagnosis  gender  sex Index. décimale : PER Périodiques Résumé : Later autism diagnosis is associated with increased mental health risks. Understanding disparities in diagnostic timing is important to reduce psychiatric burden for autistic people. One characteristic associated with later autism diagnosis is female sex assigned at birth. However, literature to date does not characterize, differentiate, or account for gender identity beyond assigned sex at birth. Gender diversity may be more common in autistic relative to neurotypical people, and autism is proportionally overrepresented in gender-diverse populations. We examined age at autism diagnosis by assigned sex at birth, gender identity, and gender diversity (gender-diverse vs cisgender) status, separately. Three independent cohorts representing different ascertainments were examined: a research-recruited academic medical center sample (N = 193; 8.0 - 18.0?years); a clinic-based sample (N = 1550; 1.3 - 25.4?years); and a community-enriched sample (N = 244, 18.2 - 30.0?years). The clinic-based and community-enriched samples revealed disparities in diagnostic timing: people assigned female at birth, people of female gender, and gender-diverse people were diagnosed with autism significantly later than persons assigned male at birth, persons of male gender, and cisgender persons, respectively. Birth-sex, gender identity, and gender diversity may each uniquely relate to disparities in autism diagnostic timing. The influence of ascertainment strategies, particularly in studies examining assigned sex at birth or gender identity, should be considered. Lay Abstract Later autism diagnosis is associated with risk for mental health problems. Understanding factors related to later autism diagnosis may help reduce mental health risks for autistic people. One characteristic associated with later autism diagnosis is female sex. However, studies often do not distinguish sex assigned at birth and gender identity. Gender diversity may be more common in autistic relative to neurotypical people, and autism is more common in gender-diverse populations. We studied age at autism diagnosis by sex assigned at birth, gender identity, and gender diversity (gender-diverse vs cisgender) status, separately. We studied three separate autistic samples, each of which differed in how they were diagnosed and how they were recruited. The samples included 193 persons (8.0 - 18.0?years) from a research-recruited academic medical center sample; 1,550 people (1.3 - 25.4?years) from a clinic-based sample; and 244 people (18.2 - 30.0?years) from a community-enriched sample. We found significant differences in the clinic-based and community-enriched samples. People assigned female sex at birth were diagnosed with autism significantly later than people assigned male at birth. People of female gender were diagnosed significantly later than people of male gender. Gender-diverse people were diagnosed significantly later than cisgender people. Sex assigned at birth, gender identity, and gender diversity may each show unique relationships with age of autism diagnosis. Differences in how autistic people are diagnosed and recruited are important to consider in studies that examine sex assigned at birth or gender identity. More research into autism diagnosis in adulthood is needed. En ligne : https://dx.doi.org/10.1177/13623613241243117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.616-628 Titre : Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Lauren KENWORTHY, Auteur ; Deb CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C ALEXANDER, Auteur ; Lynn CANNON, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.616-628 Langues : Anglais (eng) Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12?years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen?s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children?s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12?years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children?s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children [Texte imprimé et/ou numérique] / Lauren KENWORTHY, Auteur ; Deb CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C ALEXANDER, Auteur ; Lynn CANNON, Auteur ; Laura G. ANTHONY, Auteur . - p.616-628. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.616-628 Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12?years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen?s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children?s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12?years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children?s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Time is of the essence: Age at autism diagnosis, sex assigned at birth, and psychopathology / Jessica V. SMITH in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2909 - 2922 Titre : Time is of the essence: Age at autism diagnosis, sex assigned at birth, and psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Jessica V. SMITH, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur ; Emily NEUHAUS, Auteur ; Andrea LOPEZ, Auteur ; Allison B. RATTO, Auteur ; Allison JACK, Auteur ; Alexis KHUU, Auteur ; Sara J. WEBB, Auteur ; Alyssa VERBALIS, Auteur ; Kevin A. PELPHREY, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.2909 - 2922 Langues : Anglais (eng) Mots-clés : autism  diagnostic delay  diagnostic timing  mental health outcomes Index. décimale : PER Périodiques Résumé : Age at autism diagnosis is associated with sex assigned at birth (hereafter, "sex"), such that girls/women are more likely to be delayed or "missed" entirely in the diagnostic process compared to boys/men. Later diagnosed individuals, especially girls/women, demonstrate increased anxious/depressive symptoms. Data on autistic youth from clinic-based (n = 1035; 22.9% assigned female) and sex-balanced research-based (n = 128; 43% assigned female) samples were probed via regression-based mediation models to understand relationships between diagnostic age, sex, and symptoms of anxiety/depression. We hypothesized diagnostic age would mediate the relationship between sex and anxious/depressive symptoms. In both samples, later diagnostic age predicted greater anxious and depressive symptoms, and sex did not directly predict anxious symptoms. In the clinic-based but not the research-based sample, individuals assigned female at birth were later diagnosed than those assigned male, and there was a significant indirect effect of sex on anxious and depressive symptoms through diagnostic age, such that those assigned female and later diagnosed experienced greater symptoms. Within the research-based sample only, sex predicted depressive symptoms. The present study provides an important impetus for further evaluating the implications of diagnostic timing, enhancing tools for recognizing autism in individuals assigned female at birth, and grounding research with real-world ascertainment strategies. Lay Abstract Previous research has shown that girls/women are diagnosed later than boys/men with autism. Individuals who are diagnosed later in life, especially girls/women, have greater anxious and depressive symptoms. Previous research has been limited due to narrow inclusionary criteria for enrollment in studies. The present study uses two samples-one clinic-based, large "real-world" sample and another research-based sample with strict criteria for autism diagnosis-to understand the relationships between diagnostic age, sex assigned at birth, and symptoms of anxiety/depression. In both samples, those who were diagnosed later had greater anxious/depressive symptoms, and anxiety was not predicted by sex. In the clinic-based but not research-based sample, those assigned female at birth were diagnosed later than those assigned male at birth. In the clinic-based sample only, individuals assigned female at birth and who were later diagnosed experienced greater symptoms of anxiety/depression compared to those assigned male who benefited from earlier diagnostic timing. Within the research-based sample, those assigned female at birth had greater depressive symptoms than those assigned male. These findings highlight the importance of timely identification of autism, especially for girls/women who are often diagnosed later. Community-based samples are needed to better understand real-world sex-based and diagnostic age-based disparities in mental health. En ligne : https://dx.doi.org/10.1177/13623613241249878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Time is of the essence: Age at autism diagnosis, sex assigned at birth, and psychopathology [Texte imprimé et/ou numérique] / Jessica V. SMITH, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur ; Emily NEUHAUS, Auteur ; Andrea LOPEZ, Auteur ; Allison B. RATTO, Auteur ; Allison JACK, Auteur ; Alexis KHUU, Auteur ; Sara J. WEBB, Auteur ; Alyssa VERBALIS, Auteur ; Kevin A. PELPHREY, Auteur ; Lauren KENWORTHY, Auteur . - p.2909 - 2922. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2909 - 2922 Mots-clés : autism  diagnostic delay  diagnostic timing  mental health outcomes Index. décimale : PER Périodiques Résumé : Age at autism diagnosis is associated with sex assigned at birth (hereafter, "sex"), such that girls/women are more likely to be delayed or "missed" entirely in the diagnostic process compared to boys/men. Later diagnosed individuals, especially girls/women, demonstrate increased anxious/depressive symptoms. Data on autistic youth from clinic-based (n = 1035; 22.9% assigned female) and sex-balanced research-based (n = 128; 43% assigned female) samples were probed via regression-based mediation models to understand relationships between diagnostic age, sex, and symptoms of anxiety/depression. We hypothesized diagnostic age would mediate the relationship between sex and anxious/depressive symptoms. In both samples, later diagnostic age predicted greater anxious and depressive symptoms, and sex did not directly predict anxious symptoms. In the clinic-based but not the research-based sample, individuals assigned female at birth were later diagnosed than those assigned male, and there was a significant indirect effect of sex on anxious and depressive symptoms through diagnostic age, such that those assigned female and later diagnosed experienced greater symptoms. Within the research-based sample only, sex predicted depressive symptoms. The present study provides an important impetus for further evaluating the implications of diagnostic timing, enhancing tools for recognizing autism in individuals assigned female at birth, and grounding research with real-world ascertainment strategies. Lay Abstract Previous research has shown that girls/women are diagnosed later than boys/men with autism. Individuals who are diagnosed later in life, especially girls/women, have greater anxious and depressive symptoms. Previous research has been limited due to narrow inclusionary criteria for enrollment in studies. The present study uses two samples-one clinic-based, large "real-world" sample and another research-based sample with strict criteria for autism diagnosis-to understand the relationships between diagnostic age, sex assigned at birth, and symptoms of anxiety/depression. In both samples, those who were diagnosed later had greater anxious/depressive symptoms, and anxiety was not predicted by sex. In the clinic-based but not research-based sample, those assigned female at birth were diagnosed later than those assigned male at birth. In the clinic-based sample only, individuals assigned female at birth and who were later diagnosed experienced greater symptoms of anxiety/depression compared to those assigned male who benefited from earlier diagnostic timing. Within the research-based sample, those assigned female at birth had greater depressive symptoms than those assigned male. These findings highlight the importance of timely identification of autism, especially for girls/women who are often diagnosed later. Community-based samples are needed to better understand real-world sex-based and diagnostic age-based disparities in mental health. En ligne : https://dx.doi.org/10.1177/13623613241249878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

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