Brief Report: Asexuality and Young Women on the Autism Spectrum / Hillary H. BUSH 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.725-733 Titre : Brief Report: Asexuality and Young Women on the Autism Spectrum Type de document : texte imprimé Auteurs : Hillary H. BUSH, Auteur ; Lindsey W. WILLIAMS, Auteur ; Eva MENDES, Auteur Article en page(s) : p.725-733 Langues : Anglais (eng) Mots-clés : Asexuality  Autism spectrum disorder  Human sexuality  Internalizing symptoms  Women Index. décimale : PER Périodiques Résumé : Existing research suggests that people with Autism Spectrum Disorder (ASD) are more likely than those without ASD to self-identify as asexual, or as being on the asexual spectrum. This study contributes to the literature by exploring aspects of sexuality and well-being in a large, community-based sample of young women (18-30 years old) with ASD (N = 247) and comparing the experiences of those with asexual spectrum identities and those with other sexual orientations (e.g., gay, bisexual, heterosexual). In the present sample, asexual participants reported less sexual desire and fewer sexual behaviors than those with other sexual orientations, but greater sexual satisfaction. Being on the asexual spectrum also was associated with lower generalized anxiety symptoms. Clinical and research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04565-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Brief Report: Asexuality and Young Women on the Autism Spectrum [texte imprimé] / Hillary H. BUSH, Auteur ; Lindsey W. WILLIAMS, Auteur ; Eva MENDES, Auteur . - p.725-733. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.725-733 Mots-clés : Asexuality  Autism spectrum disorder  Human sexuality  Internalizing symptoms  Women Index. décimale : PER Périodiques Résumé : Existing research suggests that people with Autism Spectrum Disorder (ASD) are more likely than those without ASD to self-identify as asexual, or as being on the asexual spectrum. This study contributes to the literature by exploring aspects of sexuality and well-being in a large, community-based sample of young women (18-30 years old) with ASD (N = 247) and comparing the experiences of those with asexual spectrum identities and those with other sexual orientations (e.g., gay, bisexual, heterosexual). In the present sample, asexual participants reported less sexual desire and fewer sexual behaviors than those with other sexual orientations, but greater sexual satisfaction. Being on the asexual spectrum also was associated with lower generalized anxiety symptoms. Clinical and research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04565-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Titre : Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4165-4175 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder [texte imprimé] / Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur . - p.4165-4175. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD / Abbey S. EISENHOWER in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.163-173 Titre : Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD Type de document : texte imprimé Auteurs : Abbey S. EISENHOWER, Auteur ; Jan BLACHER, Auteur ; Hillary H. BUSH, Auteur Année de publication : 2015 Article en page(s) : p.163-173 Langues : Anglais (eng) Mots-clés : Student–teacher relationships, Externalizing behavior problems  Autism  ASD  Elementary school Index. décimale : PER Périodiques Résumé : Abstract The associations between student–teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4–7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student–teacher conflict from fall to spring of the same school year and predicted increased student–teacher conflict and decreased student–teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student–teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD [texte imprimé] / Abbey S. EISENHOWER, Auteur ; Jan BLACHER, Auteur ; Hillary H. BUSH, Auteur . - 2015 . - p.163-173. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.163-173 Mots-clés : Student–teacher relationships, Externalizing behavior problems  Autism  ASD  Elementary school Index. décimale : PER Périodiques Résumé : Abstract The associations between student–teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4–7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student–teacher conflict from fall to spring of the same school year and predicted increased student–teacher conflict and decreased student–teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student–teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Psychology / Lindsey W. WILLIAMS

Public ISBD in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Titre : Psychology Type de document : texte imprimé Auteurs : Lindsey W. WILLIAMS, Auteur ; Hillary H. BUSH, Auteur ; Lauren FISHBEIN, Auteur Année de publication : 2019 Importance : p.189-206 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Psychologists play a significant role in the diagnosis and treatment of ASD and concurrent challenges. The psychologist’s contributions to the interdisciplinary team include extensive training in assessment of ASD and common psychological/behavioral comorbidities. The psychologist’s contributions to assessment (and as-needed accommodations to support validity of results) are important for academic planning, transition to adulthood, and qualification for services. Psychologists can provide interventions to address common psychological and behavioral concerns that impact quality of life and interfere with participation in other programs. As the individual ages, the psychologist remains a resource for needed therapeutic interventions tailored to the changing needs of the individual and life transitions, and can assess for cognitive changes associated with aging. Also beneficial are training in research methodology needed for program development, research, and improvement. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Psychology [texte imprimé] / Lindsey W. WILLIAMS, Auteur ; Hillary H. BUSH, Auteur ; Lauren FISHBEIN, Auteur . - 2019 . - p.189-206. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Psychologists play a significant role in the diagnosis and treatment of ASD and concurrent challenges. The psychologist’s contributions to the interdisciplinary team include extensive training in assessment of ASD and common psychological/behavioral comorbidities. The psychologist’s contributions to assessment (and as-needed accommodations to support validity of results) are important for academic planning, transition to adulthood, and qualification for services. Psychologists can provide interventions to address common psychological and behavioral concerns that impact quality of life and interfere with participation in other programs. As the individual ages, the psychologist remains a resource for needed therapeutic interventions tailored to the changing needs of the individual and life transitions, and can assess for cognitive changes associated with aging. Also beneficial are training in research methodology needed for program development, research, and improvement. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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