Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder / Abbey J. MCCLEMONT in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Titre : Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1781-1788 Langues : Anglais (eng) Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder [Texte imprimé et/ou numérique] / Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1781-1788. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788 Mots-clés : Attention-Deficit/Hyperactivity Disorder  Autism Spectrum Disorder  Bullying  School refusal  Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD?+?ADHD, other diagnoses, or no diagnosis. Children with ASD?+?ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth / Hannah E. MORTON in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4651-4664 Titre : Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth Type de document : Texte imprimé et/ou numérique Auteurs : Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Emily L. ZALE, Auteur ; Kim C. BRIMHALL, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.4651-4664 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Bullying  Crime Victims  Humans  Peer Group  Schools  Assessment  Attention-Deficit/Hyperactivity Disorder  Autism  Questionnaire Index. décimale : PER Périodiques Résumé : Bullying victimization is a prevalent concern for neurodivergent (e.g., autistic, ADHD) youth. Bullying assessment methods vary widely and there is currently no questionnaire specific to neurodivergent youth. The Assessment of Bullying Experiences (ABE) was created to fill this gap. The ABE questionnaire was completed by 335 parents of school-age youth characterized as autistic, having ADHD, or community comparison. Exploratory and Confirmatory Factor Analysis identified a four-factor solution, aligning with verbal, physical, relational, and cyber victimization. Construct validity analyses indicate the ABE converges with an existing bullying questionnaire and diverges from disruptive behavior or internalizing symptoms. The ABE questionnaire is a valid measure of bullying that furthers understanding of nuance in peer victimization for neurodivergent youth and informs group-specific intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05330-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth [Texte imprimé et/ou numérique] / Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Emily L. ZALE, Auteur ; Kim C. BRIMHALL, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.4651-4664. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4651-4664 Mots-clés : Adolescent  Autism Spectrum Disorder  Bullying  Crime Victims  Humans  Peer Group  Schools  Assessment  Attention-Deficit/Hyperactivity Disorder  Autism  Questionnaire Index. décimale : PER Périodiques Résumé : Bullying victimization is a prevalent concern for neurodivergent (e.g., autistic, ADHD) youth. Bullying assessment methods vary widely and there is currently no questionnaire specific to neurodivergent youth. The Assessment of Bullying Experiences (ABE) was created to fill this gap. The ABE questionnaire was completed by 335 parents of school-age youth characterized as autistic, having ADHD, or community comparison. Exploratory and Confirmatory Factor Analysis identified a four-factor solution, aligning with verbal, physical, relational, and cyber victimization. Construct validity analyses indicate the ABE converges with an existing bullying questionnaire and diverges from disruptive behavior or internalizing symptoms. The ABE questionnaire is a valid measure of bullying that furthers understanding of nuance in peer victimization for neurodivergent youth and informs group-specific intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05330-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Measurement matters: A commentary on the state of the science on patient reported outcome measures (PROMs) in autism research / Hillary K. SCHILTZ in Autism Research, 17-4 (April 2024)  

Public ISBD [article]  inAutism Research > 17-4 (April 2024) . - p.690-701 Titre : Measurement matters: A commentary on the state of the science on patient reported outcome measures (PROMs) in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Hillary K. SCHILTZ, Auteur ; Zachary J. WILLIAMS, Auteur ; Shuting ZHENG, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; Hannah E. MORTON, Auteur ; Kashia A. ROSENAU, Auteur ; Christina NICOLAIDIS, Auteur ; Alexandra STURM, Auteur ; Catherine LORD, Auteur ; Autism PROMNET, Auteur Article en page(s) : p.690-701 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract High quality science relies upon psychometrically valid and reliable measurement, yet very few Patient Reported Outcome Measures (PROMs) have been developed or thoroughly validated for use with autistic individuals. The present commentary summarizes the current state of autism PROM science, based on discussion at the Special Interest Group (SIG) at the 2022 International Society for Autism Research (INSAR) Annual Meeting and collective expertise of the authors. First, we identify current issues in autism PROM research including content and construct operationalization, informant-structure, measure accessibility, and measure validation and generalization. We then enumerate barriers to conducting and disseminating this research, such as a lack of guidance, concerns regarding funding and time, lack of accessible training and professionals with psychometric skills, difficulties collecting large representative samples, and challenges with dissemination. Lastly, we offer future priorities and resources to improve PROMs in autism research including a need to continue to evaluate and develop PROMs for autistic people using robust methods, to prioritize diverse and representative samples, to expand the breadth of psychometric properties and techniques, and to consider developing field specific guidelines. We remain extremely optimistic about the future directions of this area of autism research. This work is well positioned to have an immense, positive impact on our scientific understanding of autism and the everyday lives of autistic people and their families. En ligne : https://doi.org/10.1002/aur.3114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Measurement matters: A commentary on the state of the science on patient reported outcome measures (PROMs) in autism research [Texte imprimé et/ou numérique] / Hillary K. SCHILTZ, Auteur ; Zachary J. WILLIAMS, Auteur ; Shuting ZHENG, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; Hannah E. MORTON, Auteur ; Kashia A. ROSENAU, Auteur ; Christina NICOLAIDIS, Auteur ; Alexandra STURM, Auteur ; Catherine LORD, Auteur ; Autism PROMNET, Auteur . - p.690-701. Langues : Anglais (eng) in Autism Research > 17-4 (April 2024) . - p.690-701 Index. décimale : PER Périodiques Résumé : Abstract High quality science relies upon psychometrically valid and reliable measurement, yet very few Patient Reported Outcome Measures (PROMs) have been developed or thoroughly validated for use with autistic individuals. The present commentary summarizes the current state of autism PROM science, based on discussion at the Special Interest Group (SIG) at the 2022 International Society for Autism Research (INSAR) Annual Meeting and collective expertise of the authors. First, we identify current issues in autism PROM research including content and construct operationalization, informant-structure, measure accessibility, and measure validation and generalization. We then enumerate barriers to conducting and disseminating this research, such as a lack of guidance, concerns regarding funding and time, lack of accessible training and professionals with psychometric skills, difficulties collecting large representative samples, and challenges with dissemination. Lastly, we offer future priorities and resources to improve PROMs in autism research including a need to continue to evaluate and develop PROMs for autistic people using robust methods, to prioritize diverse and representative samples, to expand the breadth of psychometric properties and techniques, and to consider developing field specific guidelines. We remain extremely optimistic about the future directions of this area of autism research. This work is well positioned to have an immense, positive impact on our scientific understanding of autism and the everyday lives of autistic people and their families. En ligne : https://doi.org/10.1002/aur.3114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

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