Cluster Analysis of Clinical Features of Children Suspected to Have Neurodevelopmental Disorders / Mélina RIVARD ; Zakaria MESTARI ; Diane MORIN ; Patrick COULOMBE ; Catherine MELLO ; Marjorie MORIN in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2409-2420 Titre : Cluster Analysis of Clinical Features of Children Suspected to Have Neurodevelopmental Disorders : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Mélina RIVARD, Auteur ; Zakaria MESTARI, Auteur ; Diane MORIN, Auteur ; Patrick COULOMBE, Auteur ; Catherine MELLO, Auteur ; Marjorie MORIN, Auteur Article en page(s) : p.2409-2420 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Early identification of neurodevelopmental disabilities (NDDs) is critical to a good prognosis. Several factors such as overlapping diagnoses can complicate this process and thus delay access to services. This study sought to identify meaningful clinical profiles, beyond diagnostic labels, in 194 children with NDDs referred to an assessment clinic. Cluster analyses were applied to eight selected behavioral and cognitive variables. Results suggested a cluster structure in which three homogenous groups differed significantly from one another: children who presented either (1) heterogeneous diagnoses and ambiguous profiles, (2) a clinical profile closely aligned to a classic presentation of ASD, and (3) emotional and behavioral challenges. These distinct profiles may have implications for assessment and clinical practices. En ligne : https://doi.org/10.1007/s10803-022-05533-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Cluster Analysis of Clinical Features of Children Suspected to Have Neurodevelopmental Disorders : Journal of Autism and Developmental Disorders [texte imprimé] / Mélina RIVARD, Auteur ; Zakaria MESTARI, Auteur ; Diane MORIN, Auteur ; Patrick COULOMBE, Auteur ; Catherine MELLO, Auteur ; Marjorie MORIN, Auteur . - p.2409-2420. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2409-2420 Index. décimale : PER Périodiques Résumé : Early identification of neurodevelopmental disabilities (NDDs) is critical to a good prognosis. Several factors such as overlapping diagnoses can complicate this process and thus delay access to services. This study sought to identify meaningful clinical profiles, beyond diagnostic labels, in 194 children with NDDs referred to an assessment clinic. Cluster analyses were applied to eight selected behavioral and cognitive variables. Results suggested a cluster structure in which three homogenous groups differed significantly from one another: children who presented either (1) heterogeneous diagnoses and ambiguous profiles, (2) a clinical profile closely aligned to a classic presentation of ASD, and (3) emotional and behavioral challenges. These distinct profiles may have implications for assessment and clinical practices. En ligne : https://doi.org/10.1007/s10803-022-05533-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Everyday Executive Function in Preschoolers with Autism and Links with Intellectual Functioning, Adaptive Behavior, and Autism Symptoms / Amélie TERROUX in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3432-3445 Titre : Everyday Executive Function in Preschoolers with Autism and Links with Intellectual Functioning, Adaptive Behavior, and Autism Symptoms Type de document : texte imprimé Auteurs : Amélie TERROUX, Auteur ; Catherine MELLO, Auteur ; Diane MORIN, Auteur ; Mélina RIVARD, Auteur Article en page(s) : p.3432-3445 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Impairments in executive function (EF) among individuals with autism spectrum disorder and their association with negative academic, adaptive, and social functioning outcomes have been widely reported over the past 20 years. However, there remains a lack of understanding of EF in autism during the preschool period, an age at which several crucial abilities (including EF) emerge. The present study therefore sought to document everyday EF in preschool-aged children with autism and its associations with other clinical characteristics. Parents rated the EF of their preschool-aged child with autism (M = 30–65 months, N = 288) using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P; Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior Rating Inventory of Executive Function—Preschool Version. Psychological Assessment Resources.). Intellectual quotient, adaptive behavior, and autism symptom severity were also assessed. Preschoolers with ASD displayed impairments in everyday EF, particularly in relation with inhibition and working memory. Greater challenges in EF were strongly associated with lower levels of adaptive behavior and a higher severity of autistic symptoms. To a lesser extent, EF challenges were also associated with lower levels of intellectual functioning. The early assessment and detection of EF difficulties in preschoolers with ASD may assist in developing and integrating specific intervention targets to improve these essential abilities within existing early intervention programs for ASD. This could help to maximize their effectiveness and limit the extent of difficulties these children may face growing up. En ligne : https://doi.org/10.1007/s10803-024-06463-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Everyday Executive Function in Preschoolers with Autism and Links with Intellectual Functioning, Adaptive Behavior, and Autism Symptoms [texte imprimé] / Amélie TERROUX, Auteur ; Catherine MELLO, Auteur ; Diane MORIN, Auteur ; Mélina RIVARD, Auteur . - p.3432-3445. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3432-3445 Index. décimale : PER Périodiques Résumé : Impairments in executive function (EF) among individuals with autism spectrum disorder and their association with negative academic, adaptive, and social functioning outcomes have been widely reported over the past 20 years. However, there remains a lack of understanding of EF in autism during the preschool period, an age at which several crucial abilities (including EF) emerge. The present study therefore sought to document everyday EF in preschool-aged children with autism and its associations with other clinical characteristics. Parents rated the EF of their preschool-aged child with autism (M = 30–65 months, N = 288) using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P; Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior Rating Inventory of Executive Function—Preschool Version. Psychological Assessment Resources.). Intellectual quotient, adaptive behavior, and autism symptom severity were also assessed. Preschoolers with ASD displayed impairments in everyday EF, particularly in relation with inhibition and working memory. Greater challenges in EF were strongly associated with lower levels of adaptive behavior and a higher severity of autistic symptoms. To a lesser extent, EF challenges were also associated with lower levels of intellectual functioning. The early assessment and detection of EF difficulties in preschoolers with ASD may assist in developing and integrating specific intervention targets to improve these essential abilities within existing early intervention programs for ASD. This could help to maximize their effectiveness and limit the extent of difficulties these children may face growing up. En ligne : https://doi.org/10.1007/s10803-024-06463-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

From Early Behavioral Intervention to School: A Systematic Evaluation of Parents’ Perspectives on the Quality of the Autism Services During the Transition to Kindergarten / Mélina RIVARD in Journal of Autism and Developmental Disorders, 56-2 (February 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.615–632 Titre : From Early Behavioral Intervention to School: A Systematic Evaluation of Parents’ Perspectives on the Quality of the Autism Services During the Transition to Kindergarten Type de document : texte imprimé Auteurs : Mélina RIVARD, Auteur ; Céline CHATENOUD, Auteur ; Chun-Yu CHIU, Auteur ; Heather ALDERSEY, Auteur ; Patrick COULOMBE, Auteur ; Marjorie MORIN, Auteur ; Catherine MELLO, Auteur ; Charlotte MAGNAN, Auteur Article en page(s) : p.615–632 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research emphasizes the importance of seamless transitions from Early Behavioral Intervention (EBI) to school-based services, but formal support during this critical period remains limited, leading to decreased parental satisfaction with autism services. This study aimed to systematically document parents’ perception of the quality of services received during the transition from EBI to kindergarten, along with the predictors of this perception. The study adopted a prospective longitudinal design and relied on a validated evaluation framework, the Evaluation of the Trajectory in Autism for Parents (ETAP). ETAP allows to investigate five critical determinants (accessibility, continuity, validity, flexibility, empathy) of service quality, as rated by parents (N = 138 families), which were evaluated at three critical periods of the transition: end of EBI, beginning and end of first year of school. Quality ratings indicated generally positive perceptions but showed small to medium effect size decreases over time; validity had the largest decrease. Predictors of quality ratings and changes in ratings differed by phase of the transition and included child characteristics (gender, age, disabilities, challenging behavior), parent characteristics (maternal origin, fluency in the official language of the province, education level), and family characteristics (number of children). This study’s comprehensive analysis of service quality determinants and possible risk and protective factors provides insights into improving support for families navigating the transition to school. En ligne : https://doi.org/10.1007/s10803-024-06594-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] From Early Behavioral Intervention to School: A Systematic Evaluation of Parents’ Perspectives on the Quality of the Autism Services During the Transition to Kindergarten [texte imprimé] / Mélina RIVARD, Auteur ; Céline CHATENOUD, Auteur ; Chun-Yu CHIU, Auteur ; Heather ALDERSEY, Auteur ; Patrick COULOMBE, Auteur ; Marjorie MORIN, Auteur ; Catherine MELLO, Auteur ; Charlotte MAGNAN, Auteur . - p.615–632. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.615–632 Index. décimale : PER Périodiques Résumé : Research emphasizes the importance of seamless transitions from Early Behavioral Intervention (EBI) to school-based services, but formal support during this critical period remains limited, leading to decreased parental satisfaction with autism services. This study aimed to systematically document parents’ perception of the quality of services received during the transition from EBI to kindergarten, along with the predictors of this perception. The study adopted a prospective longitudinal design and relied on a validated evaluation framework, the Evaluation of the Trajectory in Autism for Parents (ETAP). ETAP allows to investigate five critical determinants (accessibility, continuity, validity, flexibility, empathy) of service quality, as rated by parents (N = 138 families), which were evaluated at three critical periods of the transition: end of EBI, beginning and end of first year of school. Quality ratings indicated generally positive perceptions but showed small to medium effect size decreases over time; validity had the largest decrease. Predictors of quality ratings and changes in ratings differed by phase of the transition and included child characteristics (gender, age, disabilities, challenging behavior), parent characteristics (maternal origin, fluency in the official language of the province, education level), and family characteristics (number of children). This study’s comprehensive analysis of service quality determinants and possible risk and protective factors provides insights into improving support for families navigating the transition to school. En ligne : https://doi.org/10.1007/s10803-024-06594-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Parenting stress within mother-father dyads raising a young child with autism spectrum disorder / Shaneha PATEL in Research in Autism Spectrum Disorders, 99 (November)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 99 (November) . - 102051 Titre : Parenting stress within mother-father dyads raising a young child with autism spectrum disorder Type de document : texte imprimé Auteurs : Shaneha PATEL, Auteur ; Mélina RIVARD, Auteur ; Catherine MELLO, Auteur ; Diane MORIN, Auteur Article en page(s) : 102051 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  children  parenting stress  longitudinal  specialized intervention services Index. décimale : PER Périodiques Résumé : Background The present study assessed different facets of parenting stress in families with a child with ASD (perceptions of parenting-related roles, parent-child interactions, and the child’s behaviors) at three timepoints: right after receiving an ASD diagnosis, immediately following specialized intervention services, and one year after receiving services, upon primary school entry. Method Participants were 258 mother-father dyads and their child. Parents provided demographic information and completed measures on their parenting stress and their child’s autism symptom severity. Results Partial correlations revealed that, at the time of diagnosis, after controlling for children’s age and autism symptom severity, mothers’ and fathers’ stress was positively and significantly associated with each other, suggesting a bidirectional relation between partners’ psychological adjustment. Cross-lagged panel analyses demonstrated different longitudinal and transactional links, depending on the dimension of stress examined. Conclusions Findings are discussed in terms of supports that could assist mothers and fathers of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.102051 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Parenting stress within mother-father dyads raising a young child with autism spectrum disorder [texte imprimé] / Shaneha PATEL, Auteur ; Mélina RIVARD, Auteur ; Catherine MELLO, Auteur ; Diane MORIN, Auteur . - 102051. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 99 (November) . - 102051 Mots-clés : Autism spectrum disorder  children  parenting stress  longitudinal  specialized intervention services Index. décimale : PER Périodiques Résumé : Background The present study assessed different facets of parenting stress in families with a child with ASD (perceptions of parenting-related roles, parent-child interactions, and the child’s behaviors) at three timepoints: right after receiving an ASD diagnosis, immediately following specialized intervention services, and one year after receiving services, upon primary school entry. Method Participants were 258 mother-father dyads and their child. Parents provided demographic information and completed measures on their parenting stress and their child’s autism symptom severity. Results Partial correlations revealed that, at the time of diagnosis, after controlling for children’s age and autism symptom severity, mothers’ and fathers’ stress was positively and significantly associated with each other, suggesting a bidirectional relation between partners’ psychological adjustment. Cross-lagged panel analyses demonstrated different longitudinal and transactional links, depending on the dimension of stress examined. Conclusions Findings are discussed in terms of supports that could assist mothers and fathers of children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.102051 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

Symptom Severity, Internalized and Externalized Behavioral and Emotional Problems: Links with Parenting Stress in Mothers of Children Recently Diagnosed with Autism / Catherine MELLO in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2400-2413 Titre : Symptom Severity, Internalized and Externalized Behavioral and Emotional Problems: Links with Parenting Stress in Mothers of Children Recently Diagnosed with Autism Type de document : texte imprimé Auteurs : Catherine MELLO, Auteur ; Mélina RIVARD, Auteur ; Diane MORIN, Auteur ; Shaneha PATEL, Auteur ; Marjorie MORIN, Auteur Article en page(s) : p.2400-2413 Langues : Anglais (eng) Mots-clés : Autism  Challenging behavior  Intellectual disability  Mothers  Parenting stress Index. décimale : PER Périodiques Résumé : The present study examined which aspects of the child's behavior and clinical profile accounted for three dimensions of parenting stress: related to parenting roles, to interactions with the child, and to the child. Measures of adaptive behavior, intellectual functioning, autism symptom severity, and challenging behavior and emotional difficulties were examined as predictors of parenting stress in 157 mothers of children recently diagnosed with autism. Children's emotional problems and aggressive behavior were most predictive of parenting distress, whereas autism symptoms along with emotional problems and aggressive behavior, respectively, were linked to stress pertaining to interactions and to the child. These findings underscore the need for comprehensive and complementary interventions that focus on children's behavior and symptoms but also on parent adjustment. En ligne : http://dx.doi.org/10.1007/s10803-021-05131-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Symptom Severity, Internalized and Externalized Behavioral and Emotional Problems: Links with Parenting Stress in Mothers of Children Recently Diagnosed with Autism [texte imprimé] / Catherine MELLO, Auteur ; Mélina RIVARD, Auteur ; Diane MORIN, Auteur ; Shaneha PATEL, Auteur ; Marjorie MORIN, Auteur . - p.2400-2413. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2400-2413 Mots-clés : Autism  Challenging behavior  Intellectual disability  Mothers  Parenting stress Index. décimale : PER Périodiques Résumé : The present study examined which aspects of the child's behavior and clinical profile accounted for three dimensions of parenting stress: related to parenting roles, to interactions with the child, and to the child. Measures of adaptive behavior, intellectual functioning, autism symptom severity, and challenging behavior and emotional difficulties were examined as predictors of parenting stress in 157 mothers of children recently diagnosed with autism. Children's emotional problems and aggressive behavior were most predictive of parenting distress, whereas autism symptoms along with emotional problems and aggressive behavior, respectively, were linked to stress pertaining to interactions and to the child. These findings underscore the need for comprehensive and complementary interventions that focus on children's behavior and symptoms but also on parent adjustment. En ligne : http://dx.doi.org/10.1007/s10803-021-05131-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

The Diagnostic Period for Autism: Risk and Protective Factors for Family Quality of Life in Early Childhood / Mélina RIVARD in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

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Using Prevent Teach Reinforce for Young Children to Manage Challenging Behaviors in Public Specialized Early Intervention Services for Autism / Mélina RIVARD in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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A Window into the Use of Post-diagnostic Services for Autism and Parents? Perspective on the Quality of Early Childhood Services Trajectory in a Canadian Province / Mélina RIVARD in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

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