Dépouillements

Cross cultural differences of parent reported social skills in children with autistic disorder: An examination between South Korea and the United States of America / Johnny L. MATSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.971-977 Titre : Cross cultural differences of parent reported social skills in children with autistic disorder: An examination between South Korea and the United States of America Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Julie A. WORLEY, Auteur ; Alison M. KOZLOWSKI, Auteur ; Kyong-Mee CHUNG, Auteur ; Woohyun JUNG, Auteur ; Jae-Won YANG, Auteur Année de publication : 2012 Article en page(s) : p.971-977 Langues : Anglais (eng) Mots-clés : Autism  ASD  Cultural differences  International study  Social skills Index. décimale : PER Périodiques Résumé : Symptoms of Autism Spectrum Disorders are universally accepted; however, the reported severity of symptoms may be sensitive to cultural differences. Therefore, the aim of the current study was to examine the differences in reported symptoms of appropriate and inappropriate social skills between children and adolescents from South Korea (SK) and the United States (US). Scores on the three subscales of the Matson Evaluation of Social Skills with Youngsters, Second Edition (MESSY-II) were compared between 147 participants from either SK (n = 49) or the US (n = 98). Children and adolescents from the two countries scored statistically different from each other on the Hostile, Adaptive/Appropriate, and Inappropriately Assertive subscales. However, the mean scores for participants from the two countries fell into the same impairment level on the MESSY-II, indicating no clinically significant differences. The implications of these results are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Cross cultural differences of parent reported social skills in children with autistic disorder: An examination between South Korea and the United States of America [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Julie A. WORLEY, Auteur ; Alison M. KOZLOWSKI, Auteur ; Kyong-Mee CHUNG, Auteur ; Woohyun JUNG, Auteur ; Jae-Won YANG, Auteur . - 2012 . - p.971-977. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.971-977 Mots-clés : Autism  ASD  Cultural differences  International study  Social skills Index. décimale : PER Périodiques Résumé : Symptoms of Autism Spectrum Disorders are universally accepted; however, the reported severity of symptoms may be sensitive to cultural differences. Therefore, the aim of the current study was to examine the differences in reported symptoms of appropriate and inappropriate social skills between children and adolescents from South Korea (SK) and the United States (US). Scores on the three subscales of the Matson Evaluation of Social Skills with Youngsters, Second Edition (MESSY-II) were compared between 147 participants from either SK (n = 49) or the US (n = 98). Children and adolescents from the two countries scored statistically different from each other on the Hostile, Adaptive/Appropriate, and Inappropriately Assertive subscales. However, the mean scores for participants from the two countries fell into the same impairment level on the MESSY-II, indicating no clinically significant differences. The implications of these results are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Exploring the efficacy of behavioral skills training to teach basic behavior analytic techniques to oral care providers / Maija M. GRAUDINS in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.978-987 Titre : Exploring the efficacy of behavioral skills training to teach basic behavior analytic techniques to oral care providers Type de document : Texte imprimé et/ou numérique Auteurs : Maija M. GRAUDINS, Auteur ; Ruth Anne REHFELDT, Auteur ; Ronda DEMATTEI, Auteur ; William de C. BAKER, Auteur ; Fiorella SCAGLIA, Auteur Année de publication : 2012 Article en page(s) : p.978-987 Langues : Anglais (eng) Mots-clés : Oral care procedures  Noncompliance  Behavioral skills training  Autism Index. décimale : PER Périodiques Résumé : Performing oral care procedures with children with autism who exhibit noncompliance can be challenging for oral care professionals. Previous research has elucidated a number of effective behavior analytic procedures for increasing compliance, but some procedures are likely to be too time consuming and expensive for community-based oral care providers to adopt. The purpose of this study was to use Behavioral Skills Training to teach dental hygiene students and staff to implement basic function-based behavior analytic strategies to reduce noncompliance and increase their success in performing oral care exams and cleanings in vivo. All participants rapidly acquired the techniques and used them effectively during exams and cleanings following BST, and skills generalized to their completion of an X-ray procedure with several children with autism. The number of steps attempted in all procedures increased relative to baseline for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Exploring the efficacy of behavioral skills training to teach basic behavior analytic techniques to oral care providers [Texte imprimé et/ou numérique] / Maija M. GRAUDINS, Auteur ; Ruth Anne REHFELDT, Auteur ; Ronda DEMATTEI, Auteur ; William de C. BAKER, Auteur ; Fiorella SCAGLIA, Auteur . - 2012 . - p.978-987. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.978-987 Mots-clés : Oral care procedures  Noncompliance  Behavioral skills training  Autism Index. décimale : PER Périodiques Résumé : Performing oral care procedures with children with autism who exhibit noncompliance can be challenging for oral care professionals. Previous research has elucidated a number of effective behavior analytic procedures for increasing compliance, but some procedures are likely to be too time consuming and expensive for community-based oral care providers to adopt. The purpose of this study was to use Behavioral Skills Training to teach dental hygiene students and staff to implement basic function-based behavior analytic strategies to reduce noncompliance and increase their success in performing oral care exams and cleanings in vivo. All participants rapidly acquired the techniques and used them effectively during exams and cleanings following BST, and skills generalized to their completion of an X-ray procedure with several children with autism. The number of steps attempted in all procedures increased relative to baseline for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Sensory correlates of difficult temperament characteristics in preschool children with autism / Ching CHUANG I. in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.988-995 Titre : Sensory correlates of difficult temperament characteristics in preschool children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Ching CHUANG I., Auteur ; Mei-Hui TSENG, Auteur ; Lu LU, Auteur ; Jeng-Yi SHIEH, Auteur Année de publication : 2012 Article en page(s) : p.988-995 Langues : Anglais (eng) Mots-clés : Sensory processing patterns  Temperament  Preschool children with autism Index. décimale : PER Périodiques Résumé : This study was aimed to investigate the rate of co-occurring sensory processing (SP) dysfunction in children with autism who had a difficult temperament characteristics, and the relationship between SP dysfunction and temperament characteristics in preschool children with autism. A total of 111 children aged 48–84 months, 67 children with autism and 44 age-matched typically developing children, participated in this study. Results of the study indicated that SP dysfunction was prevalent in children with autism who had difficult temperament characteristics, and that different SP patterns were associated with different temperament characteristics in preschool children with autism. In summary, the present findings highlight the importance of evaluating SP patterns in addition to assessing temperament in children with autism in order for clinicians to plan appropriate intervention programs and support children's participation in their daily lives. Furthermore, the knowledge of the relationship between difficult temperament characteristics and SP dysfunction of the child can foster parental appreciation of individual differences in children, provide parents effective strategies to manage children's behaviors, and promote adaptive parent–child interaction. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Sensory correlates of difficult temperament characteristics in preschool children with autism [Texte imprimé et/ou numérique] / Ching CHUANG I., Auteur ; Mei-Hui TSENG, Auteur ; Lu LU, Auteur ; Jeng-Yi SHIEH, Auteur . - 2012 . - p.988-995. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.988-995 Mots-clés : Sensory processing patterns  Temperament  Preschool children with autism Index. décimale : PER Périodiques Résumé : This study was aimed to investigate the rate of co-occurring sensory processing (SP) dysfunction in children with autism who had a difficult temperament characteristics, and the relationship between SP dysfunction and temperament characteristics in preschool children with autism. A total of 111 children aged 48–84 months, 67 children with autism and 44 age-matched typically developing children, participated in this study. Results of the study indicated that SP dysfunction was prevalent in children with autism who had difficult temperament characteristics, and that different SP patterns were associated with different temperament characteristics in preschool children with autism. In summary, the present findings highlight the importance of evaluating SP patterns in addition to assessing temperament in children with autism in order for clinicians to plan appropriate intervention programs and support children's participation in their daily lives. Furthermore, the knowledge of the relationship between difficult temperament characteristics and SP dysfunction of the child can foster parental appreciation of individual differences in children, provide parents effective strategies to manage children's behaviors, and promote adaptive parent–child interaction. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Intervention research to benefit people with autism: How old are the participants? / Timothy L. EDWARDS in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.996-999 Titre : Intervention research to benefit people with autism: How old are the participants? Type de document : Texte imprimé et/ou numérique Auteurs : Timothy L. EDWARDS, Auteur ; Erin E. WATKINS, Auteur ; Amin D. LOTFIZADEH, Auteur ; Alan POLING, Auteur Année de publication : 2012 Article en page(s) : p.996-999 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorders  Age of participants  Sex of participants  Intervention research Index. décimale : PER Périodiques Résumé : We determined the reported ages of participants with autism (or autism spectrum disorders) in 146 intervention research studies published recently in four prominent journals. Most participants were between two and eight years of age and only 1.7% of them were 20 or more years of age. These findings suggest that the special needs of older people with autism have generated little interest among researchers, which is arguably an unfortunate oversight. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Intervention research to benefit people with autism: How old are the participants? [Texte imprimé et/ou numérique] / Timothy L. EDWARDS, Auteur ; Erin E. WATKINS, Auteur ; Amin D. LOTFIZADEH, Auteur ; Alan POLING, Auteur . - 2012 . - p.996-999. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.996-999 Mots-clés : Autism  Autism spectrum disorders  Age of participants  Sex of participants  Intervention research Index. décimale : PER Périodiques Résumé : We determined the reported ages of participants with autism (or autism spectrum disorders) in 146 intervention research studies published recently in four prominent journals. Most participants were between two and eight years of age and only 1.7% of them were 20 or more years of age. These findings suggest that the special needs of older people with autism have generated little interest among researchers, which is arguably an unfortunate oversight. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Evidence of a faster posterior dominant EEG rhythm in children with autism / Michael D. GREGORY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1000-1003 Titre : Evidence of a faster posterior dominant EEG rhythm in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Michael D. GREGORY, Auteur ; David E. MANDELBAUM, Auteur Année de publication : 2012 Article en page(s) : p.1000-1003 Langues : Anglais (eng) Mots-clés : Autism  EEG  PDR  Alpha  Posterior dominant rhythm  Autistic disorder  ASD Index. décimale : PER Périodiques Résumé : Multiple electroencephalography (EEG) abnormalities have been associated with autism. In the course of clinical work, we have observed a posterior dominant EEG rhythm at higher frequency in children with autism. To test this observation, 56 EEG tracings of children with autism were compared to the EEGs of age-matched controls. Children with autism showed a posterior dominant EEG rhythm (PDR) of 9.00 Hz versus 8.60 Hz for controls (p = 0.014). This difference was greater at younger ages. Neural correlates of an increased alpha frequency are unclear. This may represent pathology in cortical-thalamic circuits, default mode network, dorsal attention network and/or occipital visual networks. Examination of changes in these circuits in autism may be a worthwhile area for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Evidence of a faster posterior dominant EEG rhythm in children with autism [Texte imprimé et/ou numérique] / Michael D. GREGORY, Auteur ; David E. MANDELBAUM, Auteur . - 2012 . - p.1000-1003. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1000-1003 Mots-clés : Autism  EEG  PDR  Alpha  Posterior dominant rhythm  Autistic disorder  ASD Index. décimale : PER Périodiques Résumé : Multiple electroencephalography (EEG) abnormalities have been associated with autism. In the course of clinical work, we have observed a posterior dominant EEG rhythm at higher frequency in children with autism. To test this observation, 56 EEG tracings of children with autism were compared to the EEGs of age-matched controls. Children with autism showed a posterior dominant EEG rhythm (PDR) of 9.00 Hz versus 8.60 Hz for controls (p = 0.014). This difference was greater at younger ages. Neural correlates of an increased alpha frequency are unclear. This may represent pathology in cortical-thalamic circuits, default mode network, dorsal attention network and/or occipital visual networks. Examination of changes in these circuits in autism may be a worthwhile area for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Sensory integration therapy for autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018 Titre : Sensory integration therapy for autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur Année de publication : 2012 Article en page(s) : p.1004-1018 Langues : Anglais (eng) Mots-clés : Sensory integration  Autism  Weighted vests  Proprioceptive  Vestibular  Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Sensory integration therapy for autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur . - 2012 . - p.1004-1018. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018 Mots-clés : Sensory integration  Autism  Weighted vests  Proprioceptive  Vestibular  Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Autistic traits in women with polycystic ovary syndrome / Sabri HERGUNER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1019-1022 Titre : Autistic traits in women with polycystic ovary syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Sabri HERGUNER, Auteur ; Hatice HARMANCI, Auteur ; Arzu HERGUNER, Auteur ; Harun TOY, Auteur Année de publication : 2012 Article en page(s) : p.1019-1022 Langues : Anglais (eng) Mots-clés : Polycystic ovary syndrome  Prenatal androgen  Autism spectrum conditions Index. décimale : PER Périodiques Résumé : Several studies suggested that prenatal androgen exposure might contribute to development of polycystic ovary syndrome (PCOS). The androgen theory of autism proposes that autism spectrum conditions (ASC) are in part due to elevated fetal testosterone levels. Furthermore, higher rates of androgen-related conditions including PCOS are reported in women with ASC. In this study, we aimed to measure the autistic traits in women with PCOS. Forty females who had a diagnosis of PCOS were recruited for the study group. For comparison, 40 healthy age – and Body Mass Index (BMI) – matched women who had regular menses were included. All participants completed the Autism-Spectrum Quotient (AQ). There were no significant differences in age, education, and BMI between groups. Total AQ and communication scores were statistically higher in females with PCOS. Although social skills, imagination, attention to detail and attention switching scores were higher in women with PCOS, these did not reach significance. This study showed that autistic traits were higher in women with PCOS than healthy controls which supports that prenatal exposure to high levels of androgen may be involved in development of ASC. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Autistic traits in women with polycystic ovary syndrome [Texte imprimé et/ou numérique] / Sabri HERGUNER, Auteur ; Hatice HARMANCI, Auteur ; Arzu HERGUNER, Auteur ; Harun TOY, Auteur . - 2012 . - p.1019-1022. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1019-1022 Mots-clés : Polycystic ovary syndrome  Prenatal androgen  Autism spectrum conditions Index. décimale : PER Périodiques Résumé : Several studies suggested that prenatal androgen exposure might contribute to development of polycystic ovary syndrome (PCOS). The androgen theory of autism proposes that autism spectrum conditions (ASC) are in part due to elevated fetal testosterone levels. Furthermore, higher rates of androgen-related conditions including PCOS are reported in women with ASC. In this study, we aimed to measure the autistic traits in women with PCOS. Forty females who had a diagnosis of PCOS were recruited for the study group. For comparison, 40 healthy age – and Body Mass Index (BMI) – matched women who had regular menses were included. All participants completed the Autism-Spectrum Quotient (AQ). There were no significant differences in age, education, and BMI between groups. Total AQ and communication scores were statistically higher in females with PCOS. Although social skills, imagination, attention to detail and attention switching scores were higher in women with PCOS, these did not reach significance. This study showed that autistic traits were higher in women with PCOS than healthy controls which supports that prenatal exposure to high levels of androgen may be involved in development of ASC. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Systematic review of disparities in health care for individuals with autism spectrum disorders in the United States / Megan K. TREGNAGO in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1023-1031 Titre : Systematic review of disparities in health care for individuals with autism spectrum disorders in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Megan K. TREGNAGO, Auteur ; Nancy C. CHEAK-ZAMORA, Auteur Année de publication : 2012 Article en page(s) : p.1023-1031 Langues : Anglais (eng) Mots-clés : Autism  Health care costs  Accessibility  Disparities  Medical home  Health care utilization Index. décimale : PER Périodiques Résumé : Authors conducted a systematic review of the literature to determine whether differences exist for children with ASD versus children without ASD in the utilization, accessibility, and cost of their health care services. Population and outcome variables of interest were used to search for articles in Medline and PsycInfo databases. Thirteen studies comparing ASD and other groups of children without ASD were reviewed. A review of these publications revealed that children with ASD have higher health care utilization and costs, and worse access to care and medical homes. These results have implications for autism research and insurance policy to reduce health care utilization and costs, and ensure proper insurance coverage. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Systematic review of disparities in health care for individuals with autism spectrum disorders in the United States [Texte imprimé et/ou numérique] / Megan K. TREGNAGO, Auteur ; Nancy C. CHEAK-ZAMORA, Auteur . - 2012 . - p.1023-1031. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1023-1031 Mots-clés : Autism  Health care costs  Accessibility  Disparities  Medical home  Health care utilization Index. décimale : PER Périodiques Résumé : Authors conducted a systematic review of the literature to determine whether differences exist for children with ASD versus children without ASD in the utilization, accessibility, and cost of their health care services. Population and outcome variables of interest were used to search for articles in Medline and PsycInfo databases. Thirteen studies comparing ASD and other groups of children without ASD were reviewed. A review of these publications revealed that children with ASD have higher health care utilization and costs, and worse access to care and medical homes. These results have implications for autism research and insurance policy to reduce health care utilization and costs, and ensure proper insurance coverage. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

The complementary role of high sensitivity C-reactive protein in the diagnosis and severity assessment of autism / Mohammad Reza KHAKZAD in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1032-1037 Titre : The complementary role of high sensitivity C-reactive protein in the diagnosis and severity assessment of autism Type de document : Texte imprimé et/ou numérique Auteurs : Mohammad Reza KHAKZAD, Auteur ; Maryam JAVANBAKHT, Auteur ; Mohammad Reza SHAYEGAN, Auteur ; Sina KIANOUSH, Auteur ; Fatemeh OMID, Auteur ; Maryam HOJATI, Auteur ; Mojtaba MESHKAT, Auteur Année de publication : 2012 Article en page(s) : p.1032-1037 Langues : Anglais (eng) Mots-clés : Autistic disorder  C-reactive protein  Inflammation  Severity Index. décimale : PER Périodiques Résumé : C-reactive protein (CRP) is a beneficial diagnostic test for the evaluation of inflammatory response. Extremely low levels of CRP can be detected using high-sensitivity CRP (hs-CRP) test. A considerable body of evidence has demonstrated that inflammatory response has an important role in the pathophysiology of autism. In this study, we evaluated and compared hs-CRP levels between autistic and intellectually normal individuals. Clinical data of 39 autistic and 30 age-matched intellectually normal individuals (control group) were recorded. Patients were divided into two groups (mild-to-moderate and severe) according to childhood autism rating scale. Then serum hs-CRP concentrations were measured and compared between two groups. Also, the correlation between hs-CRP concentration and the severity of autism was determined. The mean concentration of hs-CRP in children with autism (540.1 ± 1125.5 ng/ml) was significantly (P < 0.0001) higher than control group (1.3 ± 1.0 ng/ml). In severe autism, the mean level of hs-CRP (985.1 ± 1432.1 ng/ml) was significantly (P = 0.008) higher than the mean level of hs-CRP in patients with mild-to-moderate autism (147.1 ± 60.4 ng/ml). There was a positive correlation between hs-CRP concentration and autism severity (r = 0.34; P = 0.039). These findings affirm the role of inflammation in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] The complementary role of high sensitivity C-reactive protein in the diagnosis and severity assessment of autism [Texte imprimé et/ou numérique] / Mohammad Reza KHAKZAD, Auteur ; Maryam JAVANBAKHT, Auteur ; Mohammad Reza SHAYEGAN, Auteur ; Sina KIANOUSH, Auteur ; Fatemeh OMID, Auteur ; Maryam HOJATI, Auteur ; Mojtaba MESHKAT, Auteur . - 2012 . - p.1032-1037. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1032-1037 Mots-clés : Autistic disorder  C-reactive protein  Inflammation  Severity Index. décimale : PER Périodiques Résumé : C-reactive protein (CRP) is a beneficial diagnostic test for the evaluation of inflammatory response. Extremely low levels of CRP can be detected using high-sensitivity CRP (hs-CRP) test. A considerable body of evidence has demonstrated that inflammatory response has an important role in the pathophysiology of autism. In this study, we evaluated and compared hs-CRP levels between autistic and intellectually normal individuals. Clinical data of 39 autistic and 30 age-matched intellectually normal individuals (control group) were recorded. Patients were divided into two groups (mild-to-moderate and severe) according to childhood autism rating scale. Then serum hs-CRP concentrations were measured and compared between two groups. Also, the correlation between hs-CRP concentration and the severity of autism was determined. The mean concentration of hs-CRP in children with autism (540.1 ± 1125.5 ng/ml) was significantly (P < 0.0001) higher than control group (1.3 ± 1.0 ng/ml). In severe autism, the mean level of hs-CRP (985.1 ± 1432.1 ng/ml) was significantly (P = 0.008) higher than the mean level of hs-CRP in patients with mild-to-moderate autism (147.1 ± 60.4 ng/ml). There was a positive correlation between hs-CRP concentration and autism severity (r = 0.34; P = 0.039). These findings affirm the role of inflammation in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Exploring individual trajectories of social communicative development in toddlers at risk for autism spectrum disorders / Mieke DEREU in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1038-1052 Titre : Exploring individual trajectories of social communicative development in toddlers at risk for autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mieke DEREU, Auteur ; Herbert ROEYERS, Auteur ; Ruth RAYMAEKERS, Auteur ; Petra WARREYN, Auteur Année de publication : 2012 Article en page(s) : p.1038-1052 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Toddlers  Social communicative abilities  Variability  Prospective study  Individual trajectories Index. décimale : PER Périodiques Résumé : Whilst impairments in joint attention, imitation, and pretend play are well documented in children with autism spectrum disorder (ASD), the developmental trajectories of these symptoms remain unknown. The main objective was to explore these trajectories in a sample of children at risk for ASD between the ages of 2 and 4 years. After screening positive for ASD, 17 children were prospectively followed with 6-monthly assessments of social communicative skills and general development. During this study, 9 children were diagnosed with ASD. Results showed that there was growth in imitation skills and in pretend play ability. Also, a slightly increased amount of initiation of joint attention was noted. However, the quality of joint attention behaviours did not significantly improve and growth rates did not significantly differ between children with ASD and non-ASD cases. There was a great intra-individual variability, especially in the performances on the imitation tasks. Also interindividual variability was apparent: some children with ASD showed a delayed development of imitation or pretend play, whereas others had a more clearly deviant developmental profile. The importance of looking at individual trajectories and variability in the study of social communicative development in children with ASD is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Exploring individual trajectories of social communicative development in toddlers at risk for autism spectrum disorders [Texte imprimé et/ou numérique] / Mieke DEREU, Auteur ; Herbert ROEYERS, Auteur ; Ruth RAYMAEKERS, Auteur ; Petra WARREYN, Auteur . - 2012 . - p.1038-1052. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1038-1052 Mots-clés : Autism spectrum disorder  Toddlers  Social communicative abilities  Variability  Prospective study  Individual trajectories Index. décimale : PER Périodiques Résumé : Whilst impairments in joint attention, imitation, and pretend play are well documented in children with autism spectrum disorder (ASD), the developmental trajectories of these symptoms remain unknown. The main objective was to explore these trajectories in a sample of children at risk for ASD between the ages of 2 and 4 years. After screening positive for ASD, 17 children were prospectively followed with 6-monthly assessments of social communicative skills and general development. During this study, 9 children were diagnosed with ASD. Results showed that there was growth in imitation skills and in pretend play ability. Also, a slightly increased amount of initiation of joint attention was noted. However, the quality of joint attention behaviours did not significantly improve and growth rates did not significantly differ between children with ASD and non-ASD cases. There was a great intra-individual variability, especially in the performances on the imitation tasks. Also interindividual variability was apparent: some children with ASD showed a delayed development of imitation or pretend play, whereas others had a more clearly deviant developmental profile. The importance of looking at individual trajectories and variability in the study of social communicative development in children with ASD is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders / Ashley L. JOHNSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060 Titre : A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Année de publication : 2012 Article en page(s) : p.1053-1060 Langues : Anglais (eng) Mots-clés : Autism  Joint attention  Social orienting  Imitation  Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - 2012 . - p.1053-1060. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060 Mots-clés : Autism  Joint attention  Social orienting  Imitation  Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Visual attending preferences in children with autism spectrum disorders: A comparison between live and video presentation modes in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1061-1067 Titre : Visual attending preferences in children with autism spectrum disorders: A comparison between live and video presentation modes Type de document : Texte imprimé et/ou numérique Année de publication : 2012 Article en page(s) : p.1061-1067 Langues : Anglais (eng) Mots-clés : Visual attending  Autism  Video modeling  Attention Index. décimale : PER Périodiques Résumé : Visual attending patterns of children with ASD differ from those of typically developing (TD) children. Children with ASD spend less time visually attending to relevant people and stimuli than do TD children. Impaired visual attending patterns can greatly decrease the effectiveness of therapy. The purpose of the present study was to evaluate the effect of presentation modality on the visual attending profiles of children with ASD and typically developing (TD) peers. In the study, the children watched puppet shows presented in two presentation modes: live (in person) and video. The amount of time that the children visually attended to the puppet shows was measured. Overall, typically developing children visually attended significantly longer to the shows than the children with ASD. Both children with ASD and TD children attended longer to the video presentations than to the live presentations. All of the children with ASD showed a visual preference for the video presentation relative to the live presentation. The results show that visual attending of children with ASD can be influenced by presentation mode. Establishing the variables that increase visual attending may improve the effectiveness of intervention techniques developed for individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Visual attending preferences in children with autism spectrum disorders: A comparison between live and video presentation modes [Texte imprimé et/ou numérique] . - 2012 . - p.1061-1067. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1061-1067 Mots-clés : Visual attending  Autism  Video modeling  Attention Index. décimale : PER Périodiques Résumé : Visual attending patterns of children with ASD differ from those of typically developing (TD) children. Children with ASD spend less time visually attending to relevant people and stimuli than do TD children. Impaired visual attending patterns can greatly decrease the effectiveness of therapy. The purpose of the present study was to evaluate the effect of presentation modality on the visual attending profiles of children with ASD and typically developing (TD) peers. In the study, the children watched puppet shows presented in two presentation modes: live (in person) and video. The amount of time that the children visually attended to the puppet shows was measured. Overall, typically developing children visually attended significantly longer to the shows than the children with ASD. Both children with ASD and TD children attended longer to the video presentations than to the live presentations. All of the children with ASD showed a visual preference for the video presentation relative to the live presentation. The results show that visual attending of children with ASD can be influenced by presentation mode. Establishing the variables that increase visual attending may improve the effectiveness of intervention techniques developed for individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Sleep problems and their correlates and comorbid psychopathology of children with autism spectrum disorders / Subin PARK in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1068-1072 Titre : Sleep problems and their correlates and comorbid psychopathology of children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Subin PARK, Auteur ; Soo-Churl CHO, Auteur ; In Hee CHO, Auteur ; Boong-Nyun KIM, Auteur ; Jae-Won KIM, Auteur ; Min-Sup SHIN, Auteur ; Un-Sun CHUNG, Auteur ; Tae-Won PARK, Auteur ; Jung-Woo SON, Auteur ; Hee Jeong YOO, Auteur Année de publication : 2012 Article en page(s) : p.1068-1072 Langues : Anglais (eng) Mots-clés : Autism  Sleep  Behavior problems Index. décimale : PER Périodiques Résumé : This study examined sleep problems and their correlates and comorbid psychopathology in children with autism spectrum disorders (ASDs). Participants consisted of 166 ASD children and 111 unaffected siblings aged 4–15 years. Parents completed a self-administered child sleep questionnaire. Of the children with ASDs, 47.0% (78/166) had at least one sleep problem. Children with ASDs were more likely to have bedtime resistance (OR 2.72, 95% CI 1.02–7.21), insomnia (OR 4.07, 95% CI 1.60–10.35), and daytime sleepiness (OR 7.62, 95% CI 1.17–49.38) compared to their unaffected siblings. Among children with ASDs, multivariate logistic regression analyses indicated that communication abnormalities and repetitive stereotyped behaviors were associated with increased risk of sleep problems. ASD children with sleep problems were more likely to have withdrawal problems, somatizing problems, aggressive behaviors, internalizing problems, externalizing problems, and total behavioral problems compared to those without sleep problems. Sleep problems are prevalent in children with ASDs and are associated with both internalizing and externalizing problems. Clinicians should pay close attention to sleep problems when assessing and treating autistic behaviors. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Sleep problems and their correlates and comorbid psychopathology of children with autism spectrum disorders [Texte imprimé et/ou numérique] / Subin PARK, Auteur ; Soo-Churl CHO, Auteur ; In Hee CHO, Auteur ; Boong-Nyun KIM, Auteur ; Jae-Won KIM, Auteur ; Min-Sup SHIN, Auteur ; Un-Sun CHUNG, Auteur ; Tae-Won PARK, Auteur ; Jung-Woo SON, Auteur ; Hee Jeong YOO, Auteur . - 2012 . - p.1068-1072. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1068-1072 Mots-clés : Autism  Sleep  Behavior problems Index. décimale : PER Périodiques Résumé : This study examined sleep problems and their correlates and comorbid psychopathology in children with autism spectrum disorders (ASDs). Participants consisted of 166 ASD children and 111 unaffected siblings aged 4–15 years. Parents completed a self-administered child sleep questionnaire. Of the children with ASDs, 47.0% (78/166) had at least one sleep problem. Children with ASDs were more likely to have bedtime resistance (OR 2.72, 95% CI 1.02–7.21), insomnia (OR 4.07, 95% CI 1.60–10.35), and daytime sleepiness (OR 7.62, 95% CI 1.17–49.38) compared to their unaffected siblings. Among children with ASDs, multivariate logistic regression analyses indicated that communication abnormalities and repetitive stereotyped behaviors were associated with increased risk of sleep problems. ASD children with sleep problems were more likely to have withdrawal problems, somatizing problems, aggressive behaviors, internalizing problems, externalizing problems, and total behavioral problems compared to those without sleep problems. Sleep problems are prevalent in children with ASDs and are associated with both internalizing and externalizing problems. Clinicians should pay close attention to sleep problems when assessing and treating autistic behaviors. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism / Kendra THOMSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1073-1082 Titre : Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kendra THOMSON, Auteur ; Garry L. MARTIN, Auteur ; Daniela FAZZIO, Auteur ; Sandra SALEM, Auteur ; Kristen YOUNG, Auteur ; C.T. YU, Auteur Année de publication : 2012 Article en page(s) : p.1073-1082 Langues : Anglais (eng) Mots-clés : Discrete-trials teaching  Autism spectrum disorder  Self-instructional training  Discrete-Trials Teaching Evaluation Form  Applied behavior analysis tutors Index. décimale : PER Périodiques Résumé : A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism [Texte imprimé et/ou numérique] / Kendra THOMSON, Auteur ; Garry L. MARTIN, Auteur ; Daniela FAZZIO, Auteur ; Sandra SALEM, Auteur ; Kristen YOUNG, Auteur ; C.T. YU, Auteur . - 2012 . - p.1073-1082. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1073-1082 Mots-clés : Discrete-trials teaching  Autism spectrum disorder  Self-instructional training  Discrete-Trials Teaching Evaluation Form  Applied behavior analysis tutors Index. décimale : PER Périodiques Résumé : A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

A comparison of two prompting procedures for teaching basic skills to children with autism / Genevieve M. FENTRESS in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1083-1090 Titre : A comparison of two prompting procedures for teaching basic skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Genevieve M. FENTRESS, Auteur ; Dorothea C. LERMAN, Auteur Année de publication : 2012 Article en page(s) : p.1083-1090 Langues : Anglais (eng) Mots-clés : Prompting  Basic skills training Index. décimale : PER Périodiques Résumé : We compared two prompting techniques that are commonly used to teach individuals with autism. In the “most-to-least” (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the “no-no-prompt” (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] A comparison of two prompting procedures for teaching basic skills to children with autism [Texte imprimé et/ou numérique] / Genevieve M. FENTRESS, Auteur ; Dorothea C. LERMAN, Auteur . - 2012 . - p.1083-1090. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1083-1090 Mots-clés : Prompting  Basic skills training Index. décimale : PER Périodiques Résumé : We compared two prompting techniques that are commonly used to teach individuals with autism. In the “most-to-least” (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the “no-no-prompt” (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder / Matthew I. JEPSEN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1091-1098 Titre : Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Matthew I. JEPSEN, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur Année de publication : 2012 Article en page(s) : p.1091-1098 Langues : Anglais (eng) Mots-clés : Autistic Disorder  Asperger's Disorder  Multi-informant  Assessment  Psychopathology  Social functioning Index. décimale : PER Périodiques Résumé : There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12–18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder [Texte imprimé et/ou numérique] / Matthew I. JEPSEN, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur . - 2012 . - p.1091-1098. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1091-1098 Mots-clés : Autistic Disorder  Asperger's Disorder  Multi-informant  Assessment  Psychopathology  Social functioning Index. décimale : PER Périodiques Résumé : There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12–18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Relationship between executive functions and motor stereotypies in children with Autistic Disorder / Brittany C. LEMONDA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1099-1106 Titre : Relationship between executive functions and motor stereotypies in children with Autistic Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brittany C. LEMONDA, Auteur ; Roee HOLTZER, Auteur ; Sylvie GOLDMAN, Auteur Année de publication : 2012 Article en page(s) : p.1099-1106 Langues : Anglais (eng) Mots-clés : Executive functions  Videotape coding  Motor stereotypies  Developmental disabilities  Autism disorder Index. décimale : PER Périodiques Résumé : This study reports on the relationship between motor stereotypies and impairments in executive functions (EF) in children with Autistic Disorder (AD) and in children with Developmental Language Disorders (DLD). We hypothesized that low EF performance would predict higher frequency and longer durations of stereotypies in the AD group only. Twenty-two children (age range = 7–9 years, 6 months, girls = 5) with AD were recruited from a longitudinal multi-site study and compared to twenty-two non-autistic children with DLD (age range = 7–9 years, 6 months, girls = 5). The two groups were matched on non-verbal IQ and demographic characteristics. Frequency and duration of stereotypies were coded from videotaped semi-structured play sessions. EF measures included the Wisconsin Card Sorting Task (WCST) Categories, Wechsler Intelligence Scale for Children-Revised (WISC-R) Mazes, and Stanford-Binet Fourth Edition (SB-IV) Matrices. The scores for frequency and duration of stereotypies were higher in the AD group. Separate linear regressions revealed that group status, EF, and their interactions predict stereotypies. Specifically, lower EF scores predicted higher frequencies and longer durations of stereotypies in the AD group only. Analyses controlled for age, gender, and parent education. Findings suggest that in AD, EF impairments and stereotypies may be linked to shared brain pathways. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Relationship between executive functions and motor stereotypies in children with Autistic Disorder [Texte imprimé et/ou numérique] / Brittany C. LEMONDA, Auteur ; Roee HOLTZER, Auteur ; Sylvie GOLDMAN, Auteur . - 2012 . - p.1099-1106. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1099-1106 Mots-clés : Executive functions  Videotape coding  Motor stereotypies  Developmental disabilities  Autism disorder Index. décimale : PER Périodiques Résumé : This study reports on the relationship between motor stereotypies and impairments in executive functions (EF) in children with Autistic Disorder (AD) and in children with Developmental Language Disorders (DLD). We hypothesized that low EF performance would predict higher frequency and longer durations of stereotypies in the AD group only. Twenty-two children (age range = 7–9 years, 6 months, girls = 5) with AD were recruited from a longitudinal multi-site study and compared to twenty-two non-autistic children with DLD (age range = 7–9 years, 6 months, girls = 5). The two groups were matched on non-verbal IQ and demographic characteristics. Frequency and duration of stereotypies were coded from videotaped semi-structured play sessions. EF measures included the Wisconsin Card Sorting Task (WCST) Categories, Wechsler Intelligence Scale for Children-Revised (WISC-R) Mazes, and Stanford-Binet Fourth Edition (SB-IV) Matrices. The scores for frequency and duration of stereotypies were higher in the AD group. Separate linear regressions revealed that group status, EF, and their interactions predict stereotypies. Specifically, lower EF scores predicted higher frequencies and longer durations of stereotypies in the AD group only. Analyses controlled for age, gender, and parent education. Findings suggest that in AD, EF impairments and stereotypies may be linked to shared brain pathways. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Comparisons of interventions for rumination maintained by automatic reinforcement / Rebecca A. SHARP in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1107-1112 Titre : Comparisons of interventions for rumination maintained by automatic reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca A. SHARP, Auteur ; Katrina J. PHILLIPS, Auteur ; Oliver C. MUDFORD, Auteur Année de publication : 2012 Article en page(s) : p.1107-1112 Langues : Anglais (eng) Mots-clés : Rumination  Liquid rescheduling  Autism  Within-session analysis Index. décimale : PER Périodiques Résumé : The effectiveness of four antecedent treatments for rumination was compared for two individuals with autism, severe intellectual disabilities and long histories (at least 20 years) of rumination. Comparisons of increased meal size, supplemental feedings, fixed-time provision of peanut butter, and liquid rescheduling found liquid rescheduling to be the most effective intervention for both clients. However, within-session analyses, both during intervention and for 30 min after the meal, showed individualized schedules of fluid provision were needed to increase the effectiveness of the treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Comparisons of interventions for rumination maintained by automatic reinforcement [Texte imprimé et/ou numérique] / Rebecca A. SHARP, Auteur ; Katrina J. PHILLIPS, Auteur ; Oliver C. MUDFORD, Auteur . - 2012 . - p.1107-1112. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1107-1112 Mots-clés : Rumination  Liquid rescheduling  Autism  Within-session analysis Index. décimale : PER Périodiques Résumé : The effectiveness of four antecedent treatments for rumination was compared for two individuals with autism, severe intellectual disabilities and long histories (at least 20 years) of rumination. Comparisons of increased meal size, supplemental feedings, fixed-time provision of peanut butter, and liquid rescheduling found liquid rescheduling to be the most effective intervention for both clients. However, within-session analyses, both during intervention and for 30 min after the meal, showed individualized schedules of fluid provision were needed to increase the effectiveness of the treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Randomized trial of law enforcement training on autism spectrum disorders / Jill TEAGARDIN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1113-1118 Titre : Randomized trial of law enforcement training on autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jill TEAGARDIN, Auteur ; Dennis R. DIXON, Auteur ; Marlena N. SMITH, Auteur ; Doreen GRANPEESHEH, Auteur Année de publication : 2012 Article en page(s) : p.1113-1118 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Law enforcement  Training Index. décimale : PER Périodiques Résumé : The core symptoms of autism spectrum disorders (ASD) are likely to affect interactions between law enforcement officers and persons with ASD. If law enforcement officers are not trained to identify and appropriately respond to persons with ASD, it is possible that officers may exacerbate a situation, resulting in unnecessary trauma, injury, or fatality. The purpose of the current study was to evaluate the effectiveness of a method of law enforcement training on persons with ASD. A total of 82 law enforcement officers participated in this randomized, waitlist-controlled, between-groups study. The results revealed significant differences in change scores between groups, with the training group scoring considerably better than the control group at posttest. Subsequently, the control group completed training and likewise showed significant improvement. However, despite the significant gains in knowledge following training, posttests scores for participants in both groups did not indicate mastery of the training material. The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Randomized trial of law enforcement training on autism spectrum disorders [Texte imprimé et/ou numérique] / Jill TEAGARDIN, Auteur ; Dennis R. DIXON, Auteur ; Marlena N. SMITH, Auteur ; Doreen GRANPEESHEH, Auteur . - 2012 . - p.1113-1118. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1113-1118 Mots-clés : Autism spectrum disorders  Law enforcement  Training Index. décimale : PER Périodiques Résumé : The core symptoms of autism spectrum disorders (ASD) are likely to affect interactions between law enforcement officers and persons with ASD. If law enforcement officers are not trained to identify and appropriately respond to persons with ASD, it is possible that officers may exacerbate a situation, resulting in unnecessary trauma, injury, or fatality. The purpose of the current study was to evaluate the effectiveness of a method of law enforcement training on persons with ASD. A total of 82 law enforcement officers participated in this randomized, waitlist-controlled, between-groups study. The results revealed significant differences in change scores between groups, with the training group scoring considerably better than the control group at posttest. Subsequently, the control group completed training and likewise showed significant improvement. However, despite the significant gains in knowledge following training, posttests scores for participants in both groups did not indicate mastery of the training material. The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales / Liselotte KJELLMER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125 Titre : Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales Type de document : Texte imprimé et/ou numérique Auteurs : Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur Année de publication : 2012 Article en page(s) : p.1119-1125 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language comprehension  Reynell Developmental Language Scales  Preschool children Index. décimale : PER Périodiques Résumé : This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales [Texte imprimé et/ou numérique] / Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur . - 2012 . - p.1119-1125. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125 Mots-clés : Autism spectrum disorder  Language comprehension  Reynell Developmental Language Scales  Preschool children Index. décimale : PER Périodiques Résumé : This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement / Emma ROWLEY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1126-1134 Titre : The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement Type de document : Texte imprimé et/ou numérique Auteurs : Emma ROWLEY, Auteur ; Susie CHANDLER, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur Année de publication : 2012 Article en page(s) : p.1126-1134 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Friendship  Bullying  Victimization  School placement Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement [Texte imprimé et/ou numérique] / Emma ROWLEY, Auteur ; Susie CHANDLER, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur . - 2012 . - p.1126-1134. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1126-1134 Mots-clés : Autism spectrum disorders  Friendship  Bullying  Victimization  School placement Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Early diagnosis of autism: Current status of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Parts 1, 2, and 3) / Johnny L. MATSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1135-1141 Titre : Early diagnosis of autism: Current status of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Parts 1, 2, and 3) Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Kimberly TURECK, Auteur Année de publication : 2012 Article en page(s) : p.1135-1141 Langues : Anglais (eng) Mots-clés : BISCUIT  Autism  Commorbity  Challenging behaviors Index. décimale : PER Périodiques Résumé : The benefits of early intervention for very young children with autism are now well established. Hand and hand with these interventions is the necessity of psychometrically sound diagnostic tools. Not only should these tools be instrumental in differentiating developmentally delayed and other at risk infants. These measures should also be structured to address challenging behaviors and psychopathology. The latter problems co-occur at high rates in infants who evince autism. Being able to identify these behaviors and symptoms, and to monitor the effectiveness of interventions to remediate these problems, is a high priority. The Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), is designed to address all of the issues listed. At this writing, the BISCUIT has the best psychometrics of any of the early childhood evaluation scales. Over 80 studies have been published to date using the BISCUIT. The purpose of this paper was to review the current status and future research trends using this test battery. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Early diagnosis of autism: Current status of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Parts 1, 2, and 3) [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Kimberly TURECK, Auteur . - 2012 . - p.1135-1141. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1135-1141 Mots-clés : BISCUIT  Autism  Commorbity  Challenging behaviors Index. décimale : PER Périodiques Résumé : The benefits of early intervention for very young children with autism are now well established. Hand and hand with these interventions is the necessity of psychometrically sound diagnostic tools. Not only should these tools be instrumental in differentiating developmentally delayed and other at risk infants. These measures should also be structured to address challenging behaviors and psychopathology. The latter problems co-occur at high rates in infants who evince autism. Being able to identify these behaviors and symptoms, and to monitor the effectiveness of interventions to remediate these problems, is a high priority. The Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), is designed to address all of the issues listed. At this writing, the BISCUIT has the best psychometrics of any of the early childhood evaluation scales. Over 80 studies have been published to date using the BISCUIT. The purpose of this paper was to review the current status and future research trends using this test battery. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Polypharmacy profiles and predictors among adults with autism spectrum disorders / Johanna K. LAKE in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1142-1149 Titre : Polypharmacy profiles and predictors among adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Johanna K. LAKE, Auteur ; Robert BALOGH, Auteur ; Yona LUNSKY, Auteur Année de publication : 2012 Article en page(s) : p.1142-1149 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Medication  Polypharmacy  Psychotropic medication Index. décimale : PER Périodiques Résumé : Pharmacological interventions are frequently used to treat commonly associated mental health and behavioural issues in individuals with autism spectrum disorders (ASD). Despite high rates of psychotropic drug use documented in children with ASD, very few studies have examined medication profiles, side effects, and rates of polypharmacy in adolescents and adults with ASD. To address this, we examined medication profiles and predictors of polypharmacy among 142 adults with ASD who had experienced a psychiatric crisis. Of the 142 adults sampled, 91 (64.1%) were prescribed at least 1 psychotropic medication and 41 (28.9%) were taking 3 or more psychotropic medications. Variables associated with and predictive of polypharmacy included history of aggression, residence, and psychiatric support. Adults with ASD are a highly medicated population and polypharmacy is a significant concern in this vulnerable group of individuals. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Polypharmacy profiles and predictors among adults with autism spectrum disorders [Texte imprimé et/ou numérique] / Johanna K. LAKE, Auteur ; Robert BALOGH, Auteur ; Yona LUNSKY, Auteur . - 2012 . - p.1142-1149. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1142-1149 Mots-clés : Autism spectrum disorder  Medication  Polypharmacy  Psychotropic medication Index. décimale : PER Périodiques Résumé : Pharmacological interventions are frequently used to treat commonly associated mental health and behavioural issues in individuals with autism spectrum disorders (ASD). Despite high rates of psychotropic drug use documented in children with ASD, very few studies have examined medication profiles, side effects, and rates of polypharmacy in adolescents and adults with ASD. To address this, we examined medication profiles and predictors of polypharmacy among 142 adults with ASD who had experienced a psychiatric crisis. Of the 142 adults sampled, 91 (64.1%) were prescribed at least 1 psychotropic medication and 41 (28.9%) were taking 3 or more psychotropic medications. Variables associated with and predictive of polypharmacy included history of aggression, residence, and psychiatric support. Adults with ASD are a highly medicated population and polypharmacy is a significant concern in this vulnerable group of individuals. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Quality matters! Differences between expressive and receptive non-verbal communication skills in adolescents with ASD / Ruth B. GROSSMAN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1150-1155 Titre : Quality matters! Differences between expressive and receptive non-verbal communication skills in adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ruth B. GROSSMAN, Auteur ; Helen TAGER-FLUSBERG, Auteur Année de publication : 2012 Article en page(s) : p.1150-1155 Langues : Anglais (eng) Mots-clés : Autism  Prosody  Facial expressions  Expressive  Receptive Index. décimale : PER Périodiques Résumé : We analyzed several studies of non-verbal communication (prosody and facial expressions) completed in our lab and conducted a secondary analysis to compare performance on receptive vs. expressive tasks by adolescents with ASD and their typically developing peers. Results show a significant between-group difference for the aggregate score of expressive tasks, but not for the aggregate score of receptive tasks. There was also a significant within-group difference among individuals with ASD for expressive vs. receptive performance. Our data indicate that adolescents with ASD can achieve receptive accuracy in non-verbal communication, but show significant qualitative deficits in expressive skills across a range of tasks, which may have a significant negative impact on their success as social communicators. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Quality matters! Differences between expressive and receptive non-verbal communication skills in adolescents with ASD [Texte imprimé et/ou numérique] / Ruth B. GROSSMAN, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 2012 . - p.1150-1155. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1150-1155 Mots-clés : Autism  Prosody  Facial expressions  Expressive  Receptive Index. décimale : PER Périodiques Résumé : We analyzed several studies of non-verbal communication (prosody and facial expressions) completed in our lab and conducted a secondary analysis to compare performance on receptive vs. expressive tasks by adolescents with ASD and their typically developing peers. Results show a significant between-group difference for the aggregate score of expressive tasks, but not for the aggregate score of receptive tasks. There was also a significant within-group difference among individuals with ASD for expressive vs. receptive performance. Our data indicate that adolescents with ASD can achieve receptive accuracy in non-verbal communication, but show significant qualitative deficits in expressive skills across a range of tasks, which may have a significant negative impact on their success as social communicators. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167 Titre : Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Année de publication : 2012 Article en page(s) : p.1156-1167 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Teacher attitudes  Knowledge  Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2012 . - p.1156-1167. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167 Mots-clés : Autism  Inclusion  Teacher attitudes  Knowledge  Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Brief report: Suggestibility, compliance and psychological traits in high-functioning adults with autism spectrum disorder / Katie L. MARAS in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1168-1175 Titre : Brief report: Suggestibility, compliance and psychological traits in high-functioning adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katie L. MARAS, Auteur ; Dermot M. BOWLER, Auteur Année de publication : 2012 Article en page(s) : p.1168-1175 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Suggestibility  Leading questions  Recall  Eyewitness  Memory  Individual differences Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) may be over-represented within the criminal justice system; it is therefore important to understand how they fare under police questioning. The present study examined interrogative suggestibility and compliance in individuals with ASD, and whether this is associated with certain psychological traits. Adults with ASD and their typical counterparts completed the Gudjonsson Suggestibility Scales (GSS), Gudjonsson Compliance Scale (GCS), and measures of state-trait anxiety, self-esteem, fear of negative evaluation by others and paranoia. In contrast to previous research (North, Russell, & Gudjonsson, 2008), there was no difference between the ASD and comparison groups on the measure of compliance, and groups also did not differ on any of the GSS measures, despite the ASD group reporting significantly higher paranoia. Findings indicate that individuals with ASD may be no more likely to succumb to interrogative pressures than their typical counterparts. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Brief report: Suggestibility, compliance and psychological traits in high-functioning adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Katie L. MARAS, Auteur ; Dermot M. BOWLER, Auteur . - 2012 . - p.1168-1175. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1168-1175 Mots-clés : Autism spectrum disorder  Suggestibility  Leading questions  Recall  Eyewitness  Memory  Individual differences Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) may be over-represented within the criminal justice system; it is therefore important to understand how they fare under police questioning. The present study examined interrogative suggestibility and compliance in individuals with ASD, and whether this is associated with certain psychological traits. Adults with ASD and their typical counterparts completed the Gudjonsson Suggestibility Scales (GSS), Gudjonsson Compliance Scale (GCS), and measures of state-trait anxiety, self-esteem, fear of negative evaluation by others and paranoia. In contrast to previous research (North, Russell, & Gudjonsson, 2008), there was no difference between the ASD and comparison groups on the measure of compliance, and groups also did not differ on any of the GSS measures, despite the ASD group reporting significantly higher paranoia. Findings indicate that individuals with ASD may be no more likely to succumb to interrogative pressures than their typical counterparts. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Using video modeling to teach children with PDD-NOS to respond to facial expressions / Judah B. AXE in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1176-1185 Titre : Using video modeling to teach children with PDD-NOS to respond to facial expressions Type de document : Texte imprimé et/ou numérique Auteurs : Judah B. AXE, Auteur ; Christine J. EVANS, Auteur Année de publication : 2012 Article en page(s) : p.1176-1185 Langues : Anglais (eng) Mots-clés : Emotions  Empathy  Eye contact  Facial expressions  Perspective-taking  Video modeling Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval, disgusted, impatient, pain, and pleased. Probes consisted of showing an adult performing these facial expressions in a video, and we conducted generalization probes across people and settings. Training was showing a video of an adult modeling a response to each facial expression. In the context of a multiple probe across behaviors design, two participants correctly responded to all facial expressions across people and settings after viewing the video models one or two times. Experimental control was achieved with the other participant though he required more training sessions and was less consistent with responding. Future researchers should evaluate ways to teach and test responding to facial expressions under naturalistic conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Using video modeling to teach children with PDD-NOS to respond to facial expressions [Texte imprimé et/ou numérique] / Judah B. AXE, Auteur ; Christine J. EVANS, Auteur . - 2012 . - p.1176-1185. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1176-1185 Mots-clés : Emotions  Empathy  Eye contact  Facial expressions  Perspective-taking  Video modeling Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval, disgusted, impatient, pain, and pleased. Probes consisted of showing an adult performing these facial expressions in a video, and we conducted generalization probes across people and settings. Training was showing a video of an adult modeling a response to each facial expression. In the context of a multiple probe across behaviors design, two participants correctly responded to all facial expressions across people and settings after viewing the video models one or two times. Experimental control was achieved with the other participant though he required more training sessions and was less consistent with responding. Future researchers should evaluate ways to teach and test responding to facial expressions under naturalistic conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Parental symptoms of posttraumatic stress following a child's diagnosis of autism spectrum disorder: A pilot study / Laura BAYLOT CASEY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1186-1193 Titre : Parental symptoms of posttraumatic stress following a child's diagnosis of autism spectrum disorder: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Laura BAYLOT CASEY, Auteur ; Steve ZANKSAS, Auteur ; James N. MEINDL, Auteur ; Gilbert R. PARRA, Auteur ; Pam COGDAL, Auteur ; Kevin POWELL, Auteur Année de publication : 2012 Article en page(s) : p.1186-1193 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parents  Posttraumatic stress Index. décimale : PER Périodiques Résumé : Posttraumatic stress symptoms (PTSS) are well documented in parents of children diagnosed with chronic disabilities and life-threatening illnesses. The occurrence of PTSS in parents of children with autism spectrum disorders (autism) has not been directly linked but instead only mentioned without data supporting the claim. This research was a retrospective study examining the occurrence of PTSS in parents of children with autism. The instruments used included in the survey were the Impact of Events Scale-Revised (IES-R) and the LA Symptom Checklist (LASC). The IES-R was used for group membership (PTSS or not) and the LASC was used to determine if further psychosocial ailments were common to one group over the other. The findings validate the existence of PTSS in a subpopulation (20%) of parents. These findings document a need to recognize the degree of psychological impact/distress in parents resulting from their child being diagnosed with autism. Awareness of parental PTSS, will help ensure the necessary steps are taken to see that the parents/child's caretakers are healthy and that the child's access to treatment is not compromised due to parental stress. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Parental symptoms of posttraumatic stress following a child's diagnosis of autism spectrum disorder: A pilot study [Texte imprimé et/ou numérique] / Laura BAYLOT CASEY, Auteur ; Steve ZANKSAS, Auteur ; James N. MEINDL, Auteur ; Gilbert R. PARRA, Auteur ; Pam COGDAL, Auteur ; Kevin POWELL, Auteur . - 2012 . - p.1186-1193. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1186-1193 Mots-clés : Autism spectrum disorder  Parents  Posttraumatic stress Index. décimale : PER Périodiques Résumé : Posttraumatic stress symptoms (PTSS) are well documented in parents of children diagnosed with chronic disabilities and life-threatening illnesses. The occurrence of PTSS in parents of children with autism spectrum disorders (autism) has not been directly linked but instead only mentioned without data supporting the claim. This research was a retrospective study examining the occurrence of PTSS in parents of children with autism. The instruments used included in the survey were the Impact of Events Scale-Revised (IES-R) and the LA Symptom Checklist (LASC). The IES-R was used for group membership (PTSS or not) and the LASC was used to determine if further psychosocial ailments were common to one group over the other. The findings validate the existence of PTSS in a subpopulation (20%) of parents. These findings document a need to recognize the degree of psychological impact/distress in parents resulting from their child being diagnosed with autism. Awareness of parental PTSS, will help ensure the necessary steps are taken to see that the parents/child's caretakers are healthy and that the child's access to treatment is not compromised due to parental stress. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders / Lauren E. KENWORTHY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1194-1202 Titre : Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Kelly POWELL, Auteur ; Cheryl ANSELMO, Auteur ; Alex MARTIN, Auteur ; David O. BLACK, Auteur Année de publication : 2012 Article en page(s) : p.1194-1202 Langues : Anglais (eng) Mots-clés : Autistic disorder  Outcome studies  Language  Communication  Milestones Index. décimale : PER Périodiques Résumé : Language ability is a known predictor of outcome in children with autism but plays a more controversial role for higher functioning children with autism spectrum disorders (ASD). We studied the relationship between early language milestones and later structural language, adaptive functioning and autism symptoms in a sample of 76 children (mean age = 9.1 years) with an ASD, using two different language milestones: first phrase by 24 or 36 months. After controlling for age and nonverbal abilities, retrospectively reported early language milestones were predictive of later structural language abilities, measured by a sentence repetition task, and adaptive communication skills, but not autism symptoms or adaptive social skills. Acquisition of phrase speech by 24 months was sensitive to language and communication impairments in our ASD group, the majority (84%) of which had already acquired phrase speech by 36 months of age. Early available and easily collectable milestone data may be a useful marker of later language performance even in higher functioning, verbal children on the autism spectrum. When a detailed assessment of language is not possible, data on early milestones may be useful for identifying children at-risk in clinical settings and for language phenotyping in the laboratory. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Lauren E. KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Kelly POWELL, Auteur ; Cheryl ANSELMO, Auteur ; Alex MARTIN, Auteur ; David O. BLACK, Auteur . - 2012 . - p.1194-1202. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1194-1202 Mots-clés : Autistic disorder  Outcome studies  Language  Communication  Milestones Index. décimale : PER Périodiques Résumé : Language ability is a known predictor of outcome in children with autism but plays a more controversial role for higher functioning children with autism spectrum disorders (ASD). We studied the relationship between early language milestones and later structural language, adaptive functioning and autism symptoms in a sample of 76 children (mean age = 9.1 years) with an ASD, using two different language milestones: first phrase by 24 or 36 months. After controlling for age and nonverbal abilities, retrospectively reported early language milestones were predictive of later structural language abilities, measured by a sentence repetition task, and adaptive communication skills, but not autism symptoms or adaptive social skills. Acquisition of phrase speech by 24 months was sensitive to language and communication impairments in our ASD group, the majority (84%) of which had already acquired phrase speech by 36 months of age. Early available and easily collectable milestone data may be a useful marker of later language performance even in higher functioning, verbal children on the autism spectrum. When a detailed assessment of language is not possible, data on early milestones may be useful for identifying children at-risk in clinical settings and for language phenotyping in the laboratory. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Assessment of fear in children with an autism spectrum disorder / Laura B. TURNER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1203-1210 Titre : Assessment of fear in children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura B. TURNER, Auteur ; Raymond G. ROMANCZYK, Auteur Année de publication : 2012 Article en page(s) : p.1203-1210 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Fear  Behavioral assessment Index. décimale : PER Périodiques Résumé : Although intense fears have been reported in up to 64% of children with an autism spectrum disorder (ASD), little is known about the phenomenology of fear in this population. This study assessed the relationship between fear and core symptoms of autism in children with an ASD. In Phase I of this study, parents of 41 children with an ASD completed the PDD Behavior Inventory (PDDBI) and a survey of their child's fears. Social communication abilities were positively correlated with overall levels of fear in children with an ASD. In Phase II the correspondence between parent report of children's fear and direct systematic observations of children's fear reactions was assessed. Results showed poor correspondence between the two assessment methods. Implications of both assessment methods are discussed as well as limitations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Assessment of fear in children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Laura B. TURNER, Auteur ; Raymond G. ROMANCZYK, Auteur . - 2012 . - p.1203-1210. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1203-1210 Mots-clés : Autism spectrum disorder  Fear  Behavioral assessment Index. décimale : PER Périodiques Résumé : Although intense fears have been reported in up to 64% of children with an autism spectrum disorder (ASD), little is known about the phenomenology of fear in this population. This study assessed the relationship between fear and core symptoms of autism in children with an ASD. In Phase I of this study, parents of 41 children with an ASD completed the PDD Behavior Inventory (PDDBI) and a survey of their child's fears. Social communication abilities were positively correlated with overall levels of fear in children with an ASD. In Phase II the correspondence between parent report of children's fear and direct systematic observations of children's fear reactions was assessed. Results showed poor correspondence between the two assessment methods. Implications of both assessment methods are discussed as well as limitations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings / Chia-Hua CHU in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223 Titre : The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings Type de document : Texte imprimé et/ou numérique Auteurs : Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur Année de publication : 2012 Article en page(s) : p.1211-1223 Langues : Anglais (eng) Mots-clés : Peer  Sibling  Interaction behaviors  Aquatic skills  Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings [Texte imprimé et/ou numérique] / Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur . - 2012 . - p.1211-1223. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223 Mots-clés : Peer  Sibling  Interaction behaviors  Aquatic skills  Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233 Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  iPad®  iPod Touch®  Picture naming  Speech-generating devices  Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233 Mots-clés : Augmentative and alternative communication  Autism spectrum disorders  iPad®  iPod Touch®  Picture naming  Speech-generating devices  Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

A comparison of autonomic, behavioral, and parent-report measures of sensory sensitivity in young children with autism / Cooper R. WOODARD in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1234-1246 Titre : A comparison of autonomic, behavioral, and parent-report measures of sensory sensitivity in young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Cooper R. WOODARD, Auteur ; Matthew GOODWIN, Auteur ; Philip R. ZELAZO, Auteur ; Daniella AUBE, Auteur ; Meghan SCRIMGEOUR, Auteur ; Tyler OSTHOLTHOFF, Auteur ; Michael BRICKLEY, Auteur Année de publication : 2012 Article en page(s) : p.1234-1246 Langues : Anglais (eng) Mots-clés : Autism  Sensory sensitivity  Autonomic measures Index. décimale : PER Périodiques Résumé : The present research compared responses to sensory stimuli among eight young children with autism and an age- and sex-matched typically developing control group, using autonomic (heart rate/HR) and a behavioral rating scale. Parents of all participants also completed the Infant/Toddler Sensory Profile (SP). Results indicate that children with autism were generally more hyper-sensitive and less hypo-sensitive to a wide range of sensory stimuli as compared to controls on both physiological and behavioral measures. Further, a weak association was found for the group with autism between HR and behavioral rating data, while no such relationship was found for the typically developing control group. Neither the HR data nor the behavioral rating data corresponded to the SP, with the exception of (1) HR and the Low Registration score and (2) HR and the Vestibular score for the ASD group only. While these are preliminary findings based on a small number of participants, the results suggest that some young children with autism are hyper-responsive to sensory stimuli. These findings also call into question the validity of the SP, and indicate the need for further examination of this instrument. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] A comparison of autonomic, behavioral, and parent-report measures of sensory sensitivity in young children with autism [Texte imprimé et/ou numérique] / Cooper R. WOODARD, Auteur ; Matthew GOODWIN, Auteur ; Philip R. ZELAZO, Auteur ; Daniella AUBE, Auteur ; Meghan SCRIMGEOUR, Auteur ; Tyler OSTHOLTHOFF, Auteur ; Michael BRICKLEY, Auteur . - 2012 . - p.1234-1246. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1234-1246 Mots-clés : Autism  Sensory sensitivity  Autonomic measures Index. décimale : PER Périodiques Résumé : The present research compared responses to sensory stimuli among eight young children with autism and an age- and sex-matched typically developing control group, using autonomic (heart rate/HR) and a behavioral rating scale. Parents of all participants also completed the Infant/Toddler Sensory Profile (SP). Results indicate that children with autism were generally more hyper-sensitive and less hypo-sensitive to a wide range of sensory stimuli as compared to controls on both physiological and behavioral measures. Further, a weak association was found for the group with autism between HR and behavioral rating data, while no such relationship was found for the typically developing control group. Neither the HR data nor the behavioral rating data corresponded to the SP, with the exception of (1) HR and the Low Registration score and (2) HR and the Vestibular score for the ASD group only. While these are preliminary findings based on a small number of participants, the results suggest that some young children with autism are hyper-responsive to sensory stimuli. These findings also call into question the validity of the SP, and indicate the need for further examination of this instrument. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155