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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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

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