Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder / Jan BLACHER in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1554-1562 Titre : Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder Type de document : texte imprimé Auteurs : Jan BLACHER, Auteur ; K. STAVROPOULOS, Auteur ; Yasamin BOLOURIAN, Auteur Article en page(s) : p.1554-1562 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder [texte imprimé] / Jan BLACHER, Auteur ; K. STAVROPOULOS, Auteur ; Yasamin BOLOURIAN, Auteur . - p.1554-1562. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1554-1562 Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343 Titre : Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders Type de document : texte imprimé Auteurs : Yasamin BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3330-3343 Langues : Anglais (eng) Mots-clés : Emerging adults  ASD  ADHD  University student  Postsecondary education Index. décimale : PER Périodiques Résumé : Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders [texte imprimé] / Yasamin BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur . - p.3330-3343. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343 Mots-clés : Emerging adults  ASD  ADHD  University student  Postsecondary education Index. décimale : PER Périodiques Résumé : Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Autism Spectrum Disorder Versus Major Depressive Disorder / Yasamin BOLOURIAN ; Katherine GOTHAM

Public ISBD in Differential diagnosis of autism spectrum disorder / Katherine K. M. STAVROPOULOS Titre : Autism Spectrum Disorder Versus Major Depressive Disorder Type de document : texte imprimé Auteurs : Yasamin BOLOURIAN, Auteur ; Katherine GOTHAM, Auteur Année de publication : 2022 Importance : p.135-157 Langues : Anglais (eng) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : This chapter discusses differential diagnosis between autism spectrum disorder (ASD) and major depressive disorder (MDD). Though individuals with ASD and/or MDD may present with clinical similarities (e.g. social-communicative challenges and rigid patterns of thinking and behavior), differences are also present. Developmental considerations in the diagnosis and co-occurrence of MDD and ASD are discussed, and particular attention is paid to symptoms manifesting in early life (e.g. birth to 4-years-old). Specific clinical similarities and differences and recommendations for providers are given. A case study is presented to illustrate diagnostic considerations and decision-making. A decision tree is provided to outline diagnostic considerations based on presenting symptoms. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 in Differential diagnosis of autism spectrum disorder / Katherine K. M. STAVROPOULOS Autism Spectrum Disorder Versus Major Depressive Disorder [texte imprimé] / Yasamin BOLOURIAN, Auteur ; Katherine GOTHAM, Auteur . - 2022 . - p.135-157. Langues : Anglais (eng) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Résumé : This chapter discusses differential diagnosis between autism spectrum disorder (ASD) and major depressive disorder (MDD). Though individuals with ASD and/or MDD may present with clinical similarities (e.g. social-communicative challenges and rigid patterns of thinking and behavior), differences are also present. Developmental considerations in the diagnosis and co-occurrence of MDD and ASD are discussed, and particular attention is paid to symptoms manifesting in early life (e.g. birth to 4-years-old). Specific clinical similarities and differences and recommendations for providers are given. A case study is presented to illustrate diagnostic considerations and decision-making. A decision tree is provided to outline diagnostic considerations based on presenting symptoms. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

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Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics / Megan Ledoux GALLIGAN in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4597-4604 Titre : Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics Type de document : texte imprimé Auteurs : Megan Ledoux GALLIGAN, Auteur ; Michelle HEYMAN, Auteur ; Yasamin BOLOURIAN, Auteur ; Katherine STAVROPOULOS, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4597-4604 Langues : Anglais (eng) Mots-clés : Ados-2  Assessment  Autism spectrum disorder  Emotional and behavioral problems Index. décimale : PER Périodiques Résumé : Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule-Second Edition, includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N=233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05313-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics [texte imprimé] / Megan Ledoux GALLIGAN, Auteur ; Michelle HEYMAN, Auteur ; Yasamin BOLOURIAN, Auteur ; Katherine STAVROPOULOS, Auteur ; Jan BLACHER, Auteur . - p.4597-4604. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4597-4604 Mots-clés : Ados-2  Assessment  Autism spectrum disorder  Emotional and behavioral problems Index. décimale : PER Périodiques Résumé : Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule-Second Edition, includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N=233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05313-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Titre : General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies Type de document : texte imprimé Auteurs : Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3977-3990 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies [texte imprimé] / Yasamin BOLOURIAN, Auteur ; Ainsley LOSH, Auteur ; Narmene HAMSHO, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3977-3990. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3977-3990 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  School Teachers  Students  Teacher Training  Autism spectrum disorder  General education  Inclusion  Pedagogical practices  Student–teacher relationships  Teacher perceptions Index. décimale : PER Périodiques Résumé : To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N=18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05266-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

University life with ASD: Faculty knowledge and student needs / S. M. ZEEDYK in Autism, 23-3 (April 2019)  

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