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Auteur Allison M. BIRNSCHEIN |
Documents disponibles écrits par cet auteur (4)



Academic Needs in Middle School: Perspectives of Parents and Youth with Autism / Leanne TAMM in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
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[article]
inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3126-3139
Titre : Academic Needs in Middle School: Perspectives of Parents and Youth with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Leanne TAMM, Auteur ; Amie DUNCAN, Auteur ; Aaron VAUGHN, Auteur ; Rhyanne MCDADE, Auteur ; Nicole ESTELL, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Lori CROSBY, Auteur Article en page(s) : p.3126-3139 Langues : Anglais (eng) Mots-clés : Academic performance Executive function training Homework Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills for middle school youth with ASD. An intervention is currently in development. This paper reports on a "proof of concept" uncontrolled trial of the intervention, and focus groups with parents and youth to inform tailoring and adaptation of the intervention. Results of the trial suggest high feasibility/satisfaction, but a need for further adaptation to promote uptake by youth with ASD. Results from the focus groups confirmed the need for an intervention targeting academic EF skills, successful strategies in use, and the need to promote increased youth independence. En ligne : http://dx.doi.org/10.1007/s10803-019-03995-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Academic Needs in Middle School: Perspectives of Parents and Youth with Autism [Texte imprimé et/ou numérique] / Leanne TAMM, Auteur ; Amie DUNCAN, Auteur ; Aaron VAUGHN, Auteur ; Rhyanne MCDADE, Auteur ; Nicole ESTELL, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Lori CROSBY, Auteur . - p.3126-3139.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3126-3139
Mots-clés : Academic performance Executive function training Homework Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills for middle school youth with ASD. An intervention is currently in development. This paper reports on a "proof of concept" uncontrolled trial of the intervention, and focus groups with parents and youth to inform tailoring and adaptation of the intervention. Results of the trial suggest high feasibility/satisfaction, but a need for further adaptation to promote uptake by youth with ASD. Results from the focus groups confirmed the need for an intervention targeting academic EF skills, successful strategies in use, and the need to promote increased youth independence. En ligne : http://dx.doi.org/10.1007/s10803-019-03995-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder / A. DUNCAN in Autism, 23-6 (August 2019)
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inAutism > 23-6 (August 2019) . - p.1354-1362
Titre : Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. DUNCAN, Auteur ; L. TAMM, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Stephen P. BECKER, Auteur Article en page(s) : p.1354-1362 Langues : Anglais (eng) Mots-clés : adolescence attention-deficit/hyperactivity disorder autism spectrum disorder comorbidity executive functions high-functioning sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attention-deficit/hyperactivity disorder were differentially associated with autism symptomatology, daily life executive functioning, and internalizing and externalizing symptoms in 51 adolescents (ages 13-18 years) with autism spectrum disorder without intellectual disability. Regression analyses controlling for age and IQ showed that sluggish cognitive tempo symptoms, but not attention-deficit/hyperactivity disorder symptoms, were associated with increased autism symptomatology and internalizing symptoms. Attention-deficit/hyperactivity disorder symptoms, but not sluggish cognitive tempo symptoms, were associated with increased externalizing behaviors and behavior regulation deficits. Both sluggish cognitive tempo and attention-deficit/hyperactivity disorder were independently associated with increased metacognitive deficits. This study provides preliminary evidence that sluggish cognitive tempo symptoms are elevated in autism spectrum disorder and associated with key clinical correlates, with implications for the assessment and treatment in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318811329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / A. DUNCAN, Auteur ; L. TAMM, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Stephen P. BECKER, Auteur . - p.1354-1362.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1354-1362
Mots-clés : adolescence attention-deficit/hyperactivity disorder autism spectrum disorder comorbidity executive functions high-functioning sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attention-deficit/hyperactivity disorder were differentially associated with autism symptomatology, daily life executive functioning, and internalizing and externalizing symptoms in 51 adolescents (ages 13-18 years) with autism spectrum disorder without intellectual disability. Regression analyses controlling for age and IQ showed that sluggish cognitive tempo symptoms, but not attention-deficit/hyperactivity disorder symptoms, were associated with increased autism symptomatology and internalizing symptoms. Attention-deficit/hyperactivity disorder symptoms, but not sluggish cognitive tempo symptoms, were associated with increased externalizing behaviors and behavior regulation deficits. Both sluggish cognitive tempo and attention-deficit/hyperactivity disorder were independently associated with increased metacognitive deficits. This study provides preliminary evidence that sluggish cognitive tempo symptoms are elevated in autism spectrum disorder and associated with key clinical correlates, with implications for the assessment and treatment in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318811329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review / Allison M. BIRNSCHEIN in Research in Autism Spectrum Disorders, 84 (June 2021)
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inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101784
Titre : Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Allison M. BIRNSCHEIN, Auteur ; Courtney A. PAISLEY, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : 101784 Langues : Anglais (eng) Mots-clés : Anti-stigma training Autism spectrum disorder Peers Social interaction Index. décimale : PER Périodiques Résumé : Background Individuals diagnosed with autism spectrum disorder (ASD) characteristically demonstrate deficits in social communication, making it challenging for children and adolescents with ASD to form and maintain friendships. Widely implemented social skills interventions aim to ameliorate these deficits through explicit instruction. Despite reported gains in social competency, many children with ASD may not successfully generalize learned social skills to interactions outside the interventions. One barrier to generalization may be stigma from typically developing (TD) peers. Specifically, TD peers who could serve as social partners for individuals with ASD often perceive the social behavior of children with ASD as atypical and demonstrate negative attitudes toward and a preference for social distance from these individuals. Method This systematic review aimed to identify the techniques employed by, and the impact of, TD peer intervention programs providing TD school-age children and adolescents with information about ASD and those training peers to be peer social models on peer perceptions of ASD. This search was conducted using three databases (i.e., PsychINFO, PubMed, Web of Science) and found 14 articles meeting inclusion criteria. Results Results demonstrate that peer training programs employ multiple methods including didactic trainings, group discussions, activities, opportunities for video or in-person exposure to individuals with ASD, and opportunities to implement learned strategies with peers to disseminate varying levels and types of information (e.g., descriptive, explanatory, directive) about ASD to participants. Conclusions Overall, results of such TD peer training programs demonstrate significant reductions in peer stigma and improvements in peer mediating abilities post-intervention. En ligne : https://doi.org/10.1016/j.rasd.2021.101784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review [Texte imprimé et/ou numérique] / Allison M. BIRNSCHEIN, Auteur ; Courtney A. PAISLEY, Auteur ; Theodore S. TOMENY, Auteur . - 101784.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101784
Mots-clés : Anti-stigma training Autism spectrum disorder Peers Social interaction Index. décimale : PER Périodiques Résumé : Background Individuals diagnosed with autism spectrum disorder (ASD) characteristically demonstrate deficits in social communication, making it challenging for children and adolescents with ASD to form and maintain friendships. Widely implemented social skills interventions aim to ameliorate these deficits through explicit instruction. Despite reported gains in social competency, many children with ASD may not successfully generalize learned social skills to interactions outside the interventions. One barrier to generalization may be stigma from typically developing (TD) peers. Specifically, TD peers who could serve as social partners for individuals with ASD often perceive the social behavior of children with ASD as atypical and demonstrate negative attitudes toward and a preference for social distance from these individuals. Method This systematic review aimed to identify the techniques employed by, and the impact of, TD peer intervention programs providing TD school-age children and adolescents with information about ASD and those training peers to be peer social models on peer perceptions of ASD. This search was conducted using three databases (i.e., PsychINFO, PubMed, Web of Science) and found 14 articles meeting inclusion criteria. Results Results demonstrate that peer training programs employ multiple methods including didactic trainings, group discussions, activities, opportunities for video or in-person exposure to individuals with ASD, and opportunities to implement learned strategies with peers to disseminate varying levels and types of information (e.g., descriptive, explanatory, directive) about ASD to participants. Conclusions Overall, results of such TD peer training programs demonstrate significant reductions in peer stigma and improvements in peer mediating abilities post-intervention. En ligne : https://doi.org/10.1016/j.rasd.2021.101784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 Qualitative Ascriptions of Autistic Behavior by Non-Autistic College Students / Allison M. BIRNSCHEIN in Journal of Autism and Developmental Disorders, 55-3 (March 2025)
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inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.1031-1044
Titre : Qualitative Ascriptions of Autistic Behavior by Non-Autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : Allison M. BIRNSCHEIN, Auteur ; Olivia F. WARD, Auteur ; Amaya B. MCCLAIN, Auteur ; Rachel L. HARMON, Auteur ; Courtney A. PAISLEY, Auteur ; Michelle STEVENS, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.1031-1044 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In studies that assess perceptions of autistic people by non-autistic people, researchers often ask participants to review vignettes depicting fictional autistic characters. However, few studies have investigated whether non-autistic peers accurately identify these hypothetical individuals as being on the autism spectrum. Accurately ascribing autism as a cause of depicted behaviors likely influences perceptions about autistic peers. In this study, 469 college students (Mage = 18.62; 79.3% female) ascribed cause(s) of an autistic peers? behaviors as depicted in a written vignette. We reviewed and categorized open-ended responses into 16 categories. Non-autistic college students primarily attributed an autistic vignette character?s behavior to non-autistic origins. The most commonly ascribed causes of behavior were: attention-deficit/hyperactivity disorder (55.4%), inattention symptoms (20.9%), autism (12.8%), generalized anxiety disorder (11.7%), hyperactivity (11.3%), an unspecified diagnosis (10.7%), an environmental influence (9.6), anxiety or insecurity (8.3%), irritability or anger or annoyance (6.0%), social anxiety disorder (5.3%), and learning disorder (5.1%). Additional ascribed causes include other mental health diagnoses; environmental stressors; and cognitive, emotional, behavioral, biological, or personality characteristics/etiologies. Non-autistic young adults may not always recognize their autistic peers as autistic, which may affect acceptance and inclusion. Future anti-stigma interventions should assess the impact of helping non-autistic peers to accurately identify and better understand behaviors associated with autism. Additionally, autism-focused researchers using vignettes should assess participants? awareness of the character as autistic and interpret their findings with this in mind. En ligne : https://doi.org/10.1007/s10803-024-06248-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Qualitative Ascriptions of Autistic Behavior by Non-Autistic College Students [Texte imprimé et/ou numérique] / Allison M. BIRNSCHEIN, Auteur ; Olivia F. WARD, Auteur ; Amaya B. MCCLAIN, Auteur ; Rachel L. HARMON, Auteur ; Courtney A. PAISLEY, Auteur ; Michelle STEVENS, Auteur ; Theodore S. TOMENY, Auteur . - p.1031-1044.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.1031-1044
Index. décimale : PER Périodiques Résumé : In studies that assess perceptions of autistic people by non-autistic people, researchers often ask participants to review vignettes depicting fictional autistic characters. However, few studies have investigated whether non-autistic peers accurately identify these hypothetical individuals as being on the autism spectrum. Accurately ascribing autism as a cause of depicted behaviors likely influences perceptions about autistic peers. In this study, 469 college students (Mage = 18.62; 79.3% female) ascribed cause(s) of an autistic peers? behaviors as depicted in a written vignette. We reviewed and categorized open-ended responses into 16 categories. Non-autistic college students primarily attributed an autistic vignette character?s behavior to non-autistic origins. The most commonly ascribed causes of behavior were: attention-deficit/hyperactivity disorder (55.4%), inattention symptoms (20.9%), autism (12.8%), generalized anxiety disorder (11.7%), hyperactivity (11.3%), an unspecified diagnosis (10.7%), an environmental influence (9.6), anxiety or insecurity (8.3%), irritability or anger or annoyance (6.0%), social anxiety disorder (5.3%), and learning disorder (5.1%). Additional ascribed causes include other mental health diagnoses; environmental stressors; and cognitive, emotional, behavioral, biological, or personality characteristics/etiologies. Non-autistic young adults may not always recognize their autistic peers as autistic, which may affect acceptance and inclusion. Future anti-stigma interventions should assess the impact of helping non-autistic peers to accurately identify and better understand behaviors associated with autism. Additionally, autism-focused researchers using vignettes should assess participants? awareness of the character as autistic and interpret their findings with this in mind. En ligne : https://doi.org/10.1007/s10803-024-06248-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548