Examining the feasibility and effectiveness of PEERS for adolescents via telehealth during the COVID-19 pandemic / Connor PETRICEK ; Morgan HAGA ; Samantha SMALLEY ; Katherine PELLETIER ; Nimco ESSA ; Rebekah L. HUDOCK in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102279 Titre : Examining the feasibility and effectiveness of PEERS for adolescents via telehealth during the COVID-19 pandemic Type de document : texte imprimé Auteurs : Connor PETRICEK, Auteur ; Morgan HAGA, Auteur ; Samantha SMALLEY, Auteur ; Katherine PELLETIER, Auteur ; Nimco ESSA, Auteur ; Rebekah L. HUDOCK, Auteur Article en page(s) : 102279 Langues : Anglais (eng) Mots-clés : Social skills group  Telehealth  PEERS  Feasibility  Outcome Index. décimale : PER Périodiques Résumé : Background The PEERS program is an evidence-based social skills intervention focusing on skills related to making and keeping friends as well as managing conflict and rejections. Because of the COVID-19 pandemic, social skills interventions have been moving to virtual settings, including PEERS; however, limited research on the feasibility and efficacy of telehealth group therapy has been done. Method Thirty-four families were referred through an autism specialty clinic to complete the online PEERS program, and fourteen families completed measures of social skills, emotional and behavioral symptoms, and executive functioning before and after participating in the program. Results The outcomes revealed significant improvements in participants' social skills knowledge, social communication, social motivation, and aspects of executive functioning. Participants also reported being satisfied with the online format, further supporting the hypothesis that the modified PEERS program, held virtually, is feasible and effective. Conclusion Our results support that the telehealth PEERS program offers a good alternative to the in-person modality and other social skills programs, especially for families who have difficulty accessing evidence-based programming for autistic adolescents due to geographical or transportation limitations as well as for families who prefer the convenience of participating in this program virtually. En ligne : https://doi.org/10.1016/j.rasd.2023.102279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] Examining the feasibility and effectiveness of PEERS for adolescents via telehealth during the COVID-19 pandemic [texte imprimé] / Connor PETRICEK, Auteur ; Morgan HAGA, Auteur ; Samantha SMALLEY, Auteur ; Katherine PELLETIER, Auteur ; Nimco ESSA, Auteur ; Rebekah L. HUDOCK, Auteur . - 102279. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102279 Mots-clés : Social skills group  Telehealth  PEERS  Feasibility  Outcome Index. décimale : PER Périodiques Résumé : Background The PEERS program is an evidence-based social skills intervention focusing on skills related to making and keeping friends as well as managing conflict and rejections. Because of the COVID-19 pandemic, social skills interventions have been moving to virtual settings, including PEERS; however, limited research on the feasibility and efficacy of telehealth group therapy has been done. Method Thirty-four families were referred through an autism specialty clinic to complete the online PEERS program, and fourteen families completed measures of social skills, emotional and behavioral symptoms, and executive functioning before and after participating in the program. Results The outcomes revealed significant improvements in participants' social skills knowledge, social communication, social motivation, and aspects of executive functioning. Participants also reported being satisfied with the online format, further supporting the hypothesis that the modified PEERS program, held virtually, is feasible and effective. Conclusion Our results support that the telehealth PEERS program offers a good alternative to the in-person modality and other social skills programs, especially for families who have difficulty accessing evidence-based programming for autistic adolescents due to geographical or transportation limitations as well as for families who prefer the convenience of participating in this program virtually. En ligne : https://doi.org/10.1016/j.rasd.2023.102279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

Social behavior in RASopathies and idiopathic autism / Allison M.H. FOY in Journal of Neurodevelopmental Disorders, 14 (2022)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 14 (2022) Titre : Social behavior in RASopathies and idiopathic autism Type de document : texte imprimé Auteurs : Allison M.H. FOY, Auteur ; Rebekah L. HUDOCK, Auteur ; Ryan SHANLEY, Auteur ; Elizabeth I. PIERPONT, Auteur Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications/psychology  Autistic Disorder/complications  Child  Child, Preschool  Cross-Sectional Studies  Failure to Thrive/complications/genetics  Humans  Social Behavior  Autism  Cardiofaciocutaneous syndrome  Costello syndrome  Neurofibromatosis type 1  Noonan syndrome  Prosocial  RASopathy  Social competence  Social function  Social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: RASopathies are genetic syndromes that result from pathogenic variants in the RAS-MAPK cellular signaling pathway. These syndromes, which include neurofibromatosis type 1, Noonan syndrome, cardiofaciocutaneous syndrome, and Costello syndrome, are associated with a complex array of medical and behavioral health complications. Despite a heightened risk for social challenges and autism spectrum disorder (ASD), few studies have compared different aspects of social behavior across these conditions. It is also unknown whether the underlying neuropsychological characteristics that contribute to social competence and socially empathetic ("prosocial") behaviors differ in children with RASopathies as compared to children with nonsyndromic (i.e., idiopathic) ASD. METHODS: In this cross-sectional, survey-based investigation, caregivers of preschool and school-aged children with RASopathies (n = 202) or with idiopathic ASD (n = 109) provided demographic, medical, and developmental information about their child, including psychiatric comorbidities. For children who were able to communicate verbally, caregivers also completed standardized rating scales to assess social competence and empathetic behavior as well as symptoms of hyperactivity/inattention and emotional problems. RESULTS: As compared to children with idiopathic ASD, children with RASopathies were rated as demonstrating more resilience in the domain of empathy relative to their overall social competence. Similarities and differences emerged in the psychological factors that predicted social behavior in these two groups. Stronger communication skills and fewer hyperactive-impulsive behaviors were associated with increased empathy and social competence for both groups. Greater emotional challenges were associated with lower social competence for children with RASopathies and stronger empathy for children with idiopathic ASD. Among children with RASopathy and a co-occurring ASD diagnosis, socially empathetic behaviors were observed more often as compared to children with idiopathic ASD. CONCLUSIONS: Findings suggest that the development of social behavior among children with RASopathies involves a distinct pattern of strengths and weaknesses as compared to a behaviorally defined disorder (idiopathic ASD). Identification of areas of resilience as well as behavioral and social challenges will support more targeted intervention. En ligne : https://dx.doi.org/10.1186/s11689-021-09414-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Social behavior in RASopathies and idiopathic autism [texte imprimé] / Allison M.H. FOY, Auteur ; Rebekah L. HUDOCK, Auteur ; Ryan SHANLEY, Auteur ; Elizabeth I. PIERPONT, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 14 (2022) Mots-clés : Autism Spectrum Disorder/complications/psychology  Autistic Disorder/complications  Child  Child, Preschool  Cross-Sectional Studies  Failure to Thrive/complications/genetics  Humans  Social Behavior  Autism  Cardiofaciocutaneous syndrome  Costello syndrome  Neurofibromatosis type 1  Noonan syndrome  Prosocial  RASopathy  Social competence  Social function  Social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: RASopathies are genetic syndromes that result from pathogenic variants in the RAS-MAPK cellular signaling pathway. These syndromes, which include neurofibromatosis type 1, Noonan syndrome, cardiofaciocutaneous syndrome, and Costello syndrome, are associated with a complex array of medical and behavioral health complications. Despite a heightened risk for social challenges and autism spectrum disorder (ASD), few studies have compared different aspects of social behavior across these conditions. It is also unknown whether the underlying neuropsychological characteristics that contribute to social competence and socially empathetic ("prosocial") behaviors differ in children with RASopathies as compared to children with nonsyndromic (i.e., idiopathic) ASD. METHODS: In this cross-sectional, survey-based investigation, caregivers of preschool and school-aged children with RASopathies (n = 202) or with idiopathic ASD (n = 109) provided demographic, medical, and developmental information about their child, including psychiatric comorbidities. For children who were able to communicate verbally, caregivers also completed standardized rating scales to assess social competence and empathetic behavior as well as symptoms of hyperactivity/inattention and emotional problems. RESULTS: As compared to children with idiopathic ASD, children with RASopathies were rated as demonstrating more resilience in the domain of empathy relative to their overall social competence. Similarities and differences emerged in the psychological factors that predicted social behavior in these two groups. Stronger communication skills and fewer hyperactive-impulsive behaviors were associated with increased empathy and social competence for both groups. Greater emotional challenges were associated with lower social competence for children with RASopathies and stronger empathy for children with idiopathic ASD. Among children with RASopathy and a co-occurring ASD diagnosis, socially empathetic behaviors were observed more often as compared to children with idiopathic ASD. CONCLUSIONS: Findings suggest that the development of social behavior among children with RASopathies involves a distinct pattern of strengths and weaknesses as compared to a behaviorally defined disorder (idiopathic ASD). Identification of areas of resilience as well as behavioral and social challenges will support more targeted intervention. En ligne : https://dx.doi.org/10.1186/s11689-021-09414-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 / Elizabeth I. PIERPONT in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 21 p. Titre : Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 Type de document : texte imprimé Auteurs : Elizabeth I. PIERPONT, Auteur ; Rebekah L. HUDOCK, Auteur ; Allison M. FOY, Auteur ; Margaret SEMRUD-CLIKEMAN, Auteur ; Mary Ella PIERPONT, Auteur ; Susan A. BERRY, Auteur ; Ryan SHANLEY, Auteur ; Nathan RUBIN, Auteur ; Katherine SOMMER, Auteur ; Christopher L. MOERTEL, Auteur Année de publication : 2018 Article en page(s) : 21 p. Langues : Anglais (eng) Mots-clés : Language  Nf1  Neurofibromatosis type 1  Neuropsychological  Noonan syndrome  RASopathies  Social Index. décimale : PER Périodiques Résumé : BACKGROUND: Gene mutations within the RAS-MAPK signaling cascade result in Noonan syndrome (NS), neurofibromatosis type 1 (NF1), and related disorders. Recent research has documented an increased risk for social difficulties and features of autism spectrum disorder (ASD) among children with these conditions. Despite this emerging evidence, the neuropsychological characteristics associated with social skills deficits are not well understood, particularly for children with NS. METHODS: Parents of children with NS (n = 39), NF1 (n = 39), and unaffected siblings (n = 32) between the ages of 8 and 16 years were administered well-validated caregiver questionnaires assessing their child's social skills, language abilities, attention-deficit hyperactivity disorder (ADHD) symptoms and anxiety. RESULTS: With respect to overall social skills, average ratings of children in both clinical groups were similar, and indicated weaker social skills compared to unaffected siblings. Although ratings of social skills were outside of normal limits for more than four in ten children within the clinical groups, most of the deficits were mild/moderate. Fifteen percent of the children with NS and 5% of the children with NF1 were rated as having severe social skills impairment (< - 2SD). Independent of diagnosis, having fewer ADHD symptoms or better social-pragmatic language skills was predictive of stronger social skills. CONCLUSIONS: Amidst efforts to support social skill development among children and adolescents with RASopathies, neuropsychological correlates such as social language competence, attention, and behavioral self-regulation could be important targets of intervention. En ligne : http://dx.doi.org/10.1186/s11689-018-9239-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 [texte imprimé] / Elizabeth I. PIERPONT, Auteur ; Rebekah L. HUDOCK, Auteur ; Allison M. FOY, Auteur ; Margaret SEMRUD-CLIKEMAN, Auteur ; Mary Ella PIERPONT, Auteur ; Susan A. BERRY, Auteur ; Ryan SHANLEY, Auteur ; Nathan RUBIN, Auteur ; Katherine SOMMER, Auteur ; Christopher L. MOERTEL, Auteur . - 2018 . - 21 p. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 21 p. Mots-clés : Language  Nf1  Neurofibromatosis type 1  Neuropsychological  Noonan syndrome  RASopathies  Social Index. décimale : PER Périodiques Résumé : BACKGROUND: Gene mutations within the RAS-MAPK signaling cascade result in Noonan syndrome (NS), neurofibromatosis type 1 (NF1), and related disorders. Recent research has documented an increased risk for social difficulties and features of autism spectrum disorder (ASD) among children with these conditions. Despite this emerging evidence, the neuropsychological characteristics associated with social skills deficits are not well understood, particularly for children with NS. METHODS: Parents of children with NS (n = 39), NF1 (n = 39), and unaffected siblings (n = 32) between the ages of 8 and 16 years were administered well-validated caregiver questionnaires assessing their child's social skills, language abilities, attention-deficit hyperactivity disorder (ADHD) symptoms and anxiety. RESULTS: With respect to overall social skills, average ratings of children in both clinical groups were similar, and indicated weaker social skills compared to unaffected siblings. Although ratings of social skills were outside of normal limits for more than four in ten children within the clinical groups, most of the deficits were mild/moderate. Fifteen percent of the children with NS and 5% of the children with NF1 were rated as having severe social skills impairment (< - 2SD). Independent of diagnosis, having fewer ADHD symptoms or better social-pragmatic language skills was predictive of stronger social skills. CONCLUSIONS: Amidst efforts to support social skill development among children and adolescents with RASopathies, neuropsychological correlates such as social language competence, attention, and behavioral self-regulation could be important targets of intervention. En ligne : http://dx.doi.org/10.1186/s11689-018-9239-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism / Lindsey M. WEILER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.215-226 Titre : Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism Type de document : texte imprimé Auteurs : Lindsey M. WEILER, Auteur ; Annie K. GOERDT, Auteur ; Kalli B. KREMER, Auteur ; Emily GOLDBERG, Auteur ; Rebekah L. HUDOCK, Auteur Article en page(s) : p.215-226 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14 18 years old; 100% male), seven adult mentors (19 33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants? perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. En ligne : https://doi.org/10.1177/10883576211073687 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism [texte imprimé] / Lindsey M. WEILER, Auteur ; Annie K. GOERDT, Auteur ; Kalli B. KREMER, Auteur ; Emily GOLDBERG, Auteur ; Rebekah L. HUDOCK, Auteur . - p.215-226. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.215-226 Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14 18 years old; 100% male), seven adult mentors (19 33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants? perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. En ligne : https://doi.org/10.1177/10883576211073687 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Why are only some children with autism spectrum disorder misclassified by the social communication questionnaire? An empirical investigation of individual differences in sensitivity and specificity in a clinic-referred sample / Chimei M. LEE in Journal of Neurodevelopmental Disorders, 15 (2023)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 15 (2023) Titre : Why are only some children with autism spectrum disorder misclassified by the social communication questionnaire? An empirical investigation of individual differences in sensitivity and specificity in a clinic-referred sample Type de document : texte imprimé Auteurs : Chimei M. LEE, Auteur ; Melody R. ALTSCHULER, Auteur ; Amy N. ESLER, Auteur ; Catherine A. BURROWS, Auteur ; Rebekah L. HUDOCK, Auteur Langues : Anglais (eng) Mots-clés : Humans  Child  Child, Preschool  Autism Spectrum Disorder/diagnosis  Individuality  Communication  Psychometrics  Adaptive behavior  Autism spectrum disorder  Diagnosis  Early identification  Externalizing  Individual differences  Internalizing  Screening  Sensitivity  Social Communication Questionnaire  Specificity Index. décimale : PER Périodiques Résumé : BACKGROUND: The Social Communication Questionnaire (SCQ) is a checklist for autism spectrum disorder (ASD) commonly used in research and clinical practice. While the original validation study suggested that the SCQ was an accurate ASD screener with satisfactory sensitivity and specificity, subsequent studies have yielded mixed results, with some revealing low sensitivity, low specificity, and low utility in some settings. METHOD: The present study examined the psychometric properties of the SCQ as well as the individual difference characteristics of 187 individuals with and without autism spectrum disorder (ASD) who were misclassified or accurately classified by the SCQ in a clinic-referred sample. RESULTS: The SCQ showed suboptimal sensitivity and specificity, regardless of age and sex. Compared to true positives, individuals classified as false positives displayed greater externalizing and internalizing problems, whereas individuals classified as false negatives displayed better social communication and adaptive skills. CONCLUSIONS: The findings suggest that non-autistic developmental and behavioral individual difference characteristics may explain high rates of misclassification using the SCQ. Clinicians and researchers could consider using the SCQ in combination with other tools for young children with internalizing and externalizing symptoms and other more complex clinical presentations. En ligne : https://dx.doi.org/10.1186/s11689-023-09497-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Why are only some children with autism spectrum disorder misclassified by the social communication questionnaire? An empirical investigation of individual differences in sensitivity and specificity in a clinic-referred sample [texte imprimé] / Chimei M. LEE, Auteur ; Melody R. ALTSCHULER, Auteur ; Amy N. ESLER, Auteur ; Catherine A. BURROWS, Auteur ; Rebekah L. HUDOCK, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 15 (2023) Mots-clés : Humans  Child  Child, Preschool  Autism Spectrum Disorder/diagnosis  Individuality  Communication  Psychometrics  Adaptive behavior  Autism spectrum disorder  Diagnosis  Early identification  Externalizing  Individual differences  Internalizing  Screening  Sensitivity  Social Communication Questionnaire  Specificity Index. décimale : PER Périodiques Résumé : BACKGROUND: The Social Communication Questionnaire (SCQ) is a checklist for autism spectrum disorder (ASD) commonly used in research and clinical practice. While the original validation study suggested that the SCQ was an accurate ASD screener with satisfactory sensitivity and specificity, subsequent studies have yielded mixed results, with some revealing low sensitivity, low specificity, and low utility in some settings. METHOD: The present study examined the psychometric properties of the SCQ as well as the individual difference characteristics of 187 individuals with and without autism spectrum disorder (ASD) who were misclassified or accurately classified by the SCQ in a clinic-referred sample. RESULTS: The SCQ showed suboptimal sensitivity and specificity, regardless of age and sex. Compared to true positives, individuals classified as false positives displayed greater externalizing and internalizing problems, whereas individuals classified as false negatives displayed better social communication and adaptive skills. CONCLUSIONS: The findings suggest that non-autistic developmental and behavioral individual difference characteristics may explain high rates of misclassification using the SCQ. Clinicians and researchers could consider using the SCQ in combination with other tools for young children with internalizing and externalizing symptoms and other more complex clinical presentations. En ligne : https://dx.doi.org/10.1186/s11689-023-09497-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

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