Dépouillements

Developmental regression and autism reported to the Vaccine Adverse Event Reporting System / Emily Jane WOO in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.301-310 Titre : Developmental regression and autism reported to the Vaccine Adverse Event Reporting System Type de document : Texte imprimé et/ou numérique Auteurs : Emily Jane WOO, Auteur ; Rebecca LANDA, Auteur ; Robert BALL, Auteur ; Andrew W. ZIMMERMAN, Auteur ; M. MILES BRAUN, Auteur ; VAERS WORKING GROUP, CENTER FOR BIOLOGICS EVALUATION AND RESEARCH, FOOD AND DRUG ADMINISTRATION, MARYLAND, USA, Auteur Année de publication : 2007 Article en page(s) : p.301-310 Langues : Anglais (eng) Mots-clés : Adverse-event Autism Regression Vaccine Index. décimale : PER Périodiques Résumé : We report demographic and clinical characteristics of children reported to the US Vaccine Adverse Event Reporting System (VAERS) as having autism or another developmental disorder after vaccination. We completed 124 interviews with parents and reviewed medical records for 31 children whose records contained sufficient information to evaluate the child's developmental history. Medical record review indicated that 27 of 31 (87%) children had autism/ASD and 19 (61.3%) had evidence of developmental regression (loss of social, language, or motor skills). The proportion of VAERS cases of autism with regression was greater than that reported in population-based studies, based on the subset of VAERS cases with medical record confirmation. This difference may reflect preferential reporting to VAERS of autism with regression. In other respects, the children in this study appear to be similar to other children with autism. Further research might determine whether the pathogenesis of autism with developmental regression differs from that of autism without regression. En ligne : http://dx.doi.org/10.1177/1362361307078126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Developmental regression and autism reported to the Vaccine Adverse Event Reporting System [Texte imprimé et/ou numérique] / Emily Jane WOO, Auteur ; Rebecca LANDA, Auteur ; Robert BALL, Auteur ; Andrew W. ZIMMERMAN, Auteur ; M. MILES BRAUN, Auteur ; VAERS WORKING GROUP, CENTER FOR BIOLOGICS EVALUATION AND RESEARCH, FOOD AND DRUG ADMINISTRATION, MARYLAND, USA, Auteur . - 2007 . - p.301-310. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.301-310 Mots-clés : Adverse-event Autism Regression Vaccine Index. décimale : PER Périodiques Résumé : We report demographic and clinical characteristics of children reported to the US Vaccine Adverse Event Reporting System (VAERS) as having autism or another developmental disorder after vaccination. We completed 124 interviews with parents and reviewed medical records for 31 children whose records contained sufficient information to evaluate the child's developmental history. Medical record review indicated that 27 of 31 (87%) children had autism/ASD and 19 (61.3%) had evidence of developmental regression (loss of social, language, or motor skills). The proportion of VAERS cases of autism with regression was greater than that reported in population-based studies, based on the subset of VAERS cases with medical record confirmation. This difference may reflect preferential reporting to VAERS of autism with regression. In other respects, the children in this study appear to be similar to other children with autism. Further research might determine whether the pathogenesis of autism with developmental regression differs from that of autism without regression. En ligne : http://dx.doi.org/10.1177/1362361307078126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Assessing children with autism, mental retardation, and typical development using the Playground Observation Checklist / Daniel H. INGRAM in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.311-319 Titre : Assessing children with autism, mental retardation, and typical development using the Playground Observation Checklist Type de document : Texte imprimé et/ou numérique Auteurs : Daniel H. INGRAM, Auteur ; Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur Année de publication : 2007 Article en page(s) : p.311-319 Langues : Anglais (eng) Mots-clés : Autism Mental-Retardation Playground-Observations Typical-Children Index. décimale : PER Périodiques Résumé : Elementary school children with normal intelligence and autism (n = 20), mental retardation and no autism (n = 24), and typical development (n = 37) were observed for 15 minutes during recess at school. Ten behaviors were scored as present or absent using the Playground Observation Checklist. Children with autism were distinguished from children with mental retardation and typical development by their social problems, whereas children with typical development and mental retardation did not differ significantly in social competency. The four social behaviors on the checklist correctly identified 94 percent of the children as having or not having autism. All of the children with autism and all of the typical children were correctly classified. Our pilot findings suggest that the Playground Observation Checklist has potential as a simple and clinically useful component of a comprehensive evaluation for possible autism. En ligne : http://dx.doi.org/10.1177/1362361307078129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Assessing children with autism, mental retardation, and typical development using the Playground Observation Checklist [Texte imprimé et/ou numérique] / Daniel H. INGRAM, Auteur ; Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur . - 2007 . - p.311-319. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.311-319 Mots-clés : Autism Mental-Retardation Playground-Observations Typical-Children Index. décimale : PER Périodiques Résumé : Elementary school children with normal intelligence and autism (n = 20), mental retardation and no autism (n = 24), and typical development (n = 37) were observed for 15 minutes during recess at school. Ten behaviors were scored as present or absent using the Playground Observation Checklist. Children with autism were distinguished from children with mental retardation and typical development by their social problems, whereas children with typical development and mental retardation did not differ significantly in social competency. The four social behaviors on the checklist correctly identified 94 percent of the children as having or not having autism. All of the children with autism and all of the typical children were correctly classified. Our pilot findings suggest that the Playground Observation Checklist has potential as a simple and clinically useful component of a comprehensive evaluation for possible autism. En ligne : http://dx.doi.org/10.1177/1362361307078129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Inclusion of pupils with autism / Shunit REITER in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.321-333 Titre : Inclusion of pupils with autism Type de document : Texte imprimé et/ou numérique Auteurs : Shunit REITER, Auteur ; Taly VITANI, Auteur Année de publication : 2007 Article en page(s) : p.321-333 Langues : Anglais (eng) Mots-clés : Attitudes Autism Burnout Inclusion Quality-of-mediation Index. décimale : PER Périodiques Résumé : An intervention program aimed at the improvement of the quality of inclusion of pupils with autism in a regular fourth grade classroom (average age of 9 years) was applied with 23 pupils. Two pupils with autism were included from first grade. The regular pupils displayed signs of burnout stemming from the inclusion. The aim of the study was to examine the effect of a specially designed intervention program on the regular pupils' level of burnout, attitude to the pupils with autism, and the quality of their mediation. Three questionnaires covering these variables were administered twice, at the beginning and at the end of the intervention program. The findings showed less burnout at the end of the program, significant improvement in the quality of mediation and more positive attitudes towards pupils with autism. Significant correlations were found between burnout, quality of tutoring and positive attitudes towards pupils with autism. En ligne : http://dx.doi.org/10.1177/1362361307078130 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Inclusion of pupils with autism [Texte imprimé et/ou numérique] / Shunit REITER, Auteur ; Taly VITANI, Auteur . - 2007 . - p.321-333. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.321-333 Mots-clés : Attitudes Autism Burnout Inclusion Quality-of-mediation Index. décimale : PER Périodiques Résumé : An intervention program aimed at the improvement of the quality of inclusion of pupils with autism in a regular fourth grade classroom (average age of 9 years) was applied with 23 pupils. Two pupils with autism were included from first grade. The regular pupils displayed signs of burnout stemming from the inclusion. The aim of the study was to examine the effect of a specially designed intervention program on the regular pupils' level of burnout, attitude to the pupils with autism, and the quality of their mediation. Three questionnaires covering these variables were administered twice, at the beginning and at the end of the intervention program. The findings showed less burnout at the end of the program, significant improvement in the quality of mediation and more positive attitudes towards pupils with autism. Significant correlations were found between burnout, quality of tutoring and positive attitudes towards pupils with autism. En ligne : http://dx.doi.org/10.1177/1362361307078130 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Systematic review of the effectiveness of pharmacological treatments for adolescents and adults with autism spectrum disorder / Marita BROADSTOCK in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.335-348 Titre : Systematic review of the effectiveness of pharmacological treatments for adolescents and adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marita BROADSTOCK, Auteur ; Carolyn DOUGHTY, Auteur ; Matthew J. F. EGGLESTON, Auteur Année de publication : 2007 Article en page(s) : p.335-348 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autistic-disorder Drug-therapies Systematic-review Index. décimale : PER Périodiques Résumé : The variable expression of autism over the lifespan is likely to lead to different symptoms and support requirements, and to distinct responses to pharmacotherapy treatment, in older patients compared to children. This systematic review considers the effectiveness of pharmacological treatment in managing autism spectrum disorder in adolescents and adults. Following a comprehensive search of literature published in English from 1980, methodological criteria were applied to identify studies designed to reliably assess treatment effectiveness. Only five double-blind, randomized controlled trials were eligible for appraisal. All had small sample sizes (mean = 30) and brief treatment duration of no more than 12 weeks. The paucity of trials and their methodological limitations means that there is only preliminary evidence about the short-term effectiveness of a few drug treatments for this age group. There was also a lack of reliable data reported on drug safety profiles. Methodological challenges and directions for future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361307078132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Systematic review of the effectiveness of pharmacological treatments for adolescents and adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Marita BROADSTOCK, Auteur ; Carolyn DOUGHTY, Auteur ; Matthew J. F. EGGLESTON, Auteur . - 2007 . - p.335-348. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.335-348 Mots-clés : Adolescent Adult Autistic-disorder Drug-therapies Systematic-review Index. décimale : PER Périodiques Résumé : The variable expression of autism over the lifespan is likely to lead to different symptoms and support requirements, and to distinct responses to pharmacotherapy treatment, in older patients compared to children. This systematic review considers the effectiveness of pharmacological treatment in managing autism spectrum disorder in adolescents and adults. Following a comprehensive search of literature published in English from 1980, methodological criteria were applied to identify studies designed to reliably assess treatment effectiveness. Only five double-blind, randomized controlled trials were eligible for appraisal. All had small sample sizes (mean = 30) and brief treatment duration of no more than 12 weeks. The paucity of trials and their methodological limitations means that there is only preliminary evidence about the short-term effectiveness of a few drug treatments for this age group. There was also a lack of reliable data reported on drug safety profiles. Methodological challenges and directions for future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361307078132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Frequency and latency of social interaction in an inclusive kindergarten setting / Erik JAHR in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.349-363 Titre : Frequency and latency of social interaction in an inclusive kindergarten setting Type de document : Texte imprimé et/ou numérique Auteurs : Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur Année de publication : 2007 Article en page(s) : p.349-363 Langues : Anglais (eng) Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Frequency and latency of social interaction in an inclusive kindergarten setting [Texte imprimé et/ou numérique] / Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur . - 2007 . - p.349-363. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.349-363 Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Do behavioural approaches teach children with autism to play or are they pretending? / Tim LUCKETT in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.365-388 Titre : Do behavioural approaches teach children with autism to play or are they pretending? Type de document : Texte imprimé et/ou numérique Auteurs : Tim LUCKETT, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur Année de publication : 2007 Article en page(s) : p.365-388 Langues : Anglais (eng) Mots-clés : Autism Behaviour-modification Childhood-play-behaviour Childhood-play-development Index. décimale : PER Périodiques Résumé : Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural interventions have been those which have built on children's existing abilities or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. En ligne : http://dx.doi.org/10.1177/1362361307078135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Do behavioural approaches teach children with autism to play or are they pretending? [Texte imprimé et/ou numérique] / Tim LUCKETT, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur . - 2007 . - p.365-388. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.365-388 Mots-clés : Autism Behaviour-modification Childhood-play-behaviour Childhood-play-development Index. décimale : PER Périodiques Résumé : Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural interventions have been those which have built on children's existing abilities or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. En ligne : http://dx.doi.org/10.1177/1362361307078135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Editorial / Dougal Julian HARE in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.299-300 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Dougal Julian HARE, Auteur Année de publication : 2007 Article en page(s) : p.299-300 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307081523 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Editorial [Texte imprimé et/ou numérique] / Dougal Julian HARE, Auteur . - 2007 . - p.299-300. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.299-300 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307081523 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167

Book review : Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis and Intervention / Catherine S. AMES in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.389-390 Titre : Book review : Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis and Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Catherine S. AMES, Auteur Année de publication : 2007 Article en page(s) : p.389-390 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307082394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Book review : Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis and Intervention [Texte imprimé et/ou numérique] / Catherine S. AMES, Auteur . - 2007 . - p.389-390. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.389-390 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361307082394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167