Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children / Magdalena JANUS in Autism Research, 11-3 (March 2018)  

Public ISBD [article]  inAutism Research > 11-3 (March 2018) . - p.410-420 Titre : Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children Type de document : texte imprimé Auteurs : Magdalena JANUS, Auteur ; Emma MAUTI, Auteur ; Matt HORNER, Auteur ; Eric DUKU, Auteur ; Ayesha SIDDIQUA, Auteur ; Scott DAVIES, Auteur Article en page(s) : p.410-420 Langues : Anglais (eng) Mots-clés : Early Development Instrument  autism spectrum disorder  behavior  developmental disabilities  kindergarten Index. décimale : PER Périodiques Résumé : Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. En ligne : http://dx.doi.org/10.1002/aur.1904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children [texte imprimé] / Magdalena JANUS, Auteur ; Emma MAUTI, Auteur ; Matt HORNER, Auteur ; Eric DUKU, Auteur ; Ayesha SIDDIQUA, Auteur ; Scott DAVIES, Auteur . - p.410-420. Langues : Anglais (eng) in Autism Research > 11-3 (March 2018) . - p.410-420 Mots-clés : Early Development Instrument  autism spectrum disorder  behavior  developmental disabilities  kindergarten Index. décimale : PER Périodiques Résumé : Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. En ligne : http://dx.doi.org/10.1002/aur.1904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.874-883 Titre : Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? Type de document : texte imprimé Auteurs : Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Katholiki GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdalena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur Article en page(s) : p.874-883 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  social development  language  epidemiology  reciprocal effects model Index. décimale : PER Périodiques Résumé : Background Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods Data were obtained from 365 participants aged 2–4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. Results SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. Conclusions Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months. En ligne : http://dx.doi.org/10.1111/jcpp.12356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? [texte imprimé] / Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Katholiki GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdalena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur . - p.874-883. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.874-883 Mots-clés : Autism spectrum disorder  social development  language  epidemiology  reciprocal effects model Index. décimale : PER Périodiques Résumé : Background Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods Data were obtained from 365 participants aged 2–4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. Results SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. Conclusions Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months. En ligne : http://dx.doi.org/10.1111/jcpp.12356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles / Teresa BENNETT in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2797-2808 Titre : Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles Type de document : texte imprimé Auteurs : Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Kathy GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdalena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Aleda THOMPSON, Auteur Article en page(s) : p.2797-2808 Langues : Anglais (eng) Mots-clés : Social competence  Language impairment  DSM-5  Autism spectrum disorders  Longitudinal epidemiology Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2–4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment (ASD/LI); intellectual disability (ASD/ID) and ASD without LI or ID (ASD/alone). Children with ASD/LI were significantly more socially impaired at baseline than the ASD/alone subgroup, and less impaired than those with ASD/ID. Growth in social competence was significantly slower for the ASD/ID group. Many preschool-aged children with ASD/LI at time of diagnosis resembled “late talkers” who appeared to catch up linguistically. Children with ASD/ID were more severely impaired and continued to lag further behind. En ligne : http://dx.doi.org/10.1007/s10803-014-2138-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles [texte imprimé] / Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Kathy GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdalena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Aleda THOMPSON, Auteur . - p.2797-2808. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2797-2808 Mots-clés : Social competence  Language impairment  DSM-5  Autism spectrum disorders  Longitudinal epidemiology Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2–4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment (ASD/LI); intellectual disability (ASD/ID) and ASD without LI or ID (ASD/alone). Children with ASD/LI were significantly more socially impaired at baseline than the ASD/alone subgroup, and less impaired than those with ASD/ID. Growth in social competence was significantly slower for the ASD/ID group. Many preschool-aged children with ASD/LI at time of diagnosis resembled “late talkers” who appeared to catch up linguistically. Children with ASD/ID were more severely impaired and continued to lag further behind. En ligne : http://dx.doi.org/10.1007/s10803-014-2138-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

Primary Care Provider and Child Characteristics Associated with Age of Diagnosis of Autism Spectrum Disorder: A Population-Based Cohort Study / Ayesha SIDDIQUA in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2896-2910 Titre : Primary Care Provider and Child Characteristics Associated with Age of Diagnosis of Autism Spectrum Disorder: A Population-Based Cohort Study Type de document : texte imprimé Auteurs : Ayesha SIDDIQUA, Auteur ; Magdalena JANUS, Auteur ; Ronit MESTERMAN, Auteur ; Eric DUKU, Auteur ; Kathy GEORGIADES, Auteur ; Farah E. SAXENA, Auteur ; Haoyu ZHAO, Auteur ; Natasha R. SAUNDERS, Auteur Article en page(s) : p.2896-2910 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Child  Cohort Studies  Family  Humans  Ontario/epidemiology  Primary Health Care  Autism spectrum disorder  Developmental disabilities  Diagnosis  Early development instrument  Kindergarten  Paediatricians  Primary care Index. décimale : PER Périodiques Résumé : In a cohort of kindergarten children in Ontario, Canada with Autism Spectrum Disorder (ASD) (n=1522), we tested the association of age at ASD diagnosis and characteristics of (1) the child's primary care provider and, (2) the child using health administrative databases. We tested the association of primary care practice model and time from developmental delay identification to age at ASD diagnosis. Older age of diagnosis was associated with provider foreign training (vs. domestic) (adjusted Hazard Ratio [aHR] 1.17, 95% CI 1.03, 1.33) but not sex, care model, and years of practice. After developmental delay identification, children with paediatricians had longer time to diagnosis than children with providers in care models (aHR 0.68, 95% CI 0.54, 0.86). Findings can be used to inform primary care provider ASD training. En ligne : http://dx.doi.org/10.1007/s10803-021-05165-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Primary Care Provider and Child Characteristics Associated with Age of Diagnosis of Autism Spectrum Disorder: A Population-Based Cohort Study [texte imprimé] / Ayesha SIDDIQUA, Auteur ; Magdalena JANUS, Auteur ; Ronit MESTERMAN, Auteur ; Eric DUKU, Auteur ; Kathy GEORGIADES, Auteur ; Farah E. SAXENA, Auteur ; Haoyu ZHAO, Auteur ; Natasha R. SAUNDERS, Auteur . - p.2896-2910. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2896-2910 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Child  Cohort Studies  Family  Humans  Ontario/epidemiology  Primary Health Care  Autism spectrum disorder  Developmental disabilities  Diagnosis  Early development instrument  Kindergarten  Paediatricians  Primary care Index. décimale : PER Périodiques Résumé : In a cohort of kindergarten children in Ontario, Canada with Autism Spectrum Disorder (ASD) (n=1522), we tested the association of age at ASD diagnosis and characteristics of (1) the child's primary care provider and, (2) the child using health administrative databases. We tested the association of primary care practice model and time from developmental delay identification to age at ASD diagnosis. Older age of diagnosis was associated with provider foreign training (vs. domestic) (adjusted Hazard Ratio [aHR] 1.17, 95% CI 1.03, 1.33) but not sex, care model, and years of practice. After developmental delay identification, children with paediatricians had longer time to diagnosis than children with providers in care models (aHR 0.68, 95% CI 0.54, 0.86). Findings can be used to inform primary care provider ASD training. En ligne : http://dx.doi.org/10.1007/s10803-021-05165-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Teacher-Reported Prevalence of FASD in Kindergarten in Canada: Association with Child Development and Problems at Home / Jacqueline PEI in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.433-443 Titre : Teacher-Reported Prevalence of FASD in Kindergarten in Canada: Association with Child Development and Problems at Home Type de document : texte imprimé Auteurs : Jacqueline PEI, Auteur ; Caroline REID-WESTOBY, Auteur ; Ayesha SIDDIQUA, Auteur ; Yomna ELSHAMY, Auteur ; Devyn ROREM, Auteur ; Teresa BENNETT, Auteur ; Catherine S. BIRKEN, Auteur ; Robert J. COPLAN, Auteur ; Eric DUKU, Auteur ; Mark A. FERRO, Auteur ; Barry FORER, Auteur ; Stelios GEORGIADES, Auteur ; Jan Willem GORTER, Auteur ; Martin GUHN, Auteur ; Jonathon L. MAGUIRE, Auteur ; Heather MANSON, Auteur ; Rob SANTOS, Auteur ; Marni BROWNELL, Auteur ; Magdalena JANUS, Auteur Article en page(s) : p.433-443 Langues : Anglais (eng) Mots-clés : Developmental health  Early Development Instrument  Fetal Alcohol Spectrum Disorder  Kindergarten  Prevalence  Problems at home Index. décimale : PER Périodiques Résumé : The prevalence of Fetal Alcohol Spectrum Disorder (FASD) may be underestimated as it can be difficult to diagnose in early childhood possibly reflecting unique developmental trajectories relative to other Neurodevelopmental Disabilities (NDDs). Using data collected via the Early Development Instrument (EDI) between 2010 and 2015, we examined the prevalence of kindergarten children with FASD and their concurrent developmental outcomes. We found that the prevalence of FASD ranged from 0.01 to 0.31%. A greater percentage of children with FASD had teacher-reported home problems that interfered with their classroom functioning. Overall children with FASD had higher mean scores on the developmental domains compared to children with NDDs. Results of the current study can inform strategies and policies for early identification and intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04545-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Teacher-Reported Prevalence of FASD in Kindergarten in Canada: Association with Child Development and Problems at Home [texte imprimé] / Jacqueline PEI, Auteur ; Caroline REID-WESTOBY, Auteur ; Ayesha SIDDIQUA, Auteur ; Yomna ELSHAMY, Auteur ; Devyn ROREM, Auteur ; Teresa BENNETT, Auteur ; Catherine S. BIRKEN, Auteur ; Robert J. COPLAN, Auteur ; Eric DUKU, Auteur ; Mark A. FERRO, Auteur ; Barry FORER, Auteur ; Stelios GEORGIADES, Auteur ; Jan Willem GORTER, Auteur ; Martin GUHN, Auteur ; Jonathon L. MAGUIRE, Auteur ; Heather MANSON, Auteur ; Rob SANTOS, Auteur ; Marni BROWNELL, Auteur ; Magdalena JANUS, Auteur . - p.433-443. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.433-443 Mots-clés : Developmental health  Early Development Instrument  Fetal Alcohol Spectrum Disorder  Kindergarten  Prevalence  Problems at home Index. décimale : PER Périodiques Résumé : The prevalence of Fetal Alcohol Spectrum Disorder (FASD) may be underestimated as it can be difficult to diagnose in early childhood possibly reflecting unique developmental trajectories relative to other Neurodevelopmental Disabilities (NDDs). Using data collected via the Early Development Instrument (EDI) between 2010 and 2015, we examined the prevalence of kindergarten children with FASD and their concurrent developmental outcomes. We found that the prevalence of FASD ranged from 0.01 to 0.31%. A greater percentage of children with FASD had teacher-reported home problems that interfered with their classroom functioning. Overall children with FASD had higher mean scores on the developmental domains compared to children with NDDs. Results of the current study can inform strategies and policies for early identification and intervention. En ligne : http://dx.doi.org/10.1007/s10803-020-04545-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

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