Educators Describe the "Best Things" About Students with Autism at School / Anat ZAIDMAN-ZAIT ; Katherine Tombeau COST ; Isabel M. SMITH ; Lonnie ZWAIGENBAUM ; Eric DUKU ; Connor KERNS ; Stelios GEORGIADES ; Tracy VAILLANCOURT ; Mayada ELSABBAGH ; Teresa BENNETT ; Peter SZATMARI in Journal of Autism and Developmental Disorders, 54-1 (January 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.1-17 Titre : Educators Describe the "Best Things" About Students with Autism at School Type de document : Texte imprimé et/ou numérique Auteurs : Anat ZAIDMAN-ZAIT, Auteur ; Katherine Tombeau COST, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Connor KERNS, Auteur ; Stelios GEORGIADES, Auteur ; Tracy VAILLANCOURT, Auteur ; Mayada ELSABBAGH, Auteur ; Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur Année de publication : 2024 Article en page(s) : p.1-17 Langues : Français (fre) Index. décimale : PER Périodiques Résumé : This study examined educators? descriptions of the positive character traits of students with autism spectrum disorder at ages 7?8 and 10?11, using an adapted version of the Values in Action (VIA) Classification of Strengths. The most commonly endorsed strengths at both age intervals were kindness, specific skills, self-regulation, and perseverance. Higher scores for challenging behavior were associated with a lower likelihood of endorsement for Happiness and Courage traits. Higher autism symptom severity scores were associated with a lower likelihood of endorsement for Courage traits. Few significant differences were found for endorsement of trait categories by students? educational placement or the type of curriculum they received. Results may have implications for student-teacher relationships, educational assessments, and school-based interventions that emphasize strengths and resilience. En ligne : https://doi.org/10.1007/s10803-022-05761-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Educators Describe the "Best Things" About Students with Autism at School [Texte imprimé et/ou numérique] / Anat ZAIDMAN-ZAIT, Auteur ; Katherine Tombeau COST, Auteur ; Isabel M. SMITH, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Connor KERNS, Auteur ; Stelios GEORGIADES, Auteur ; Tracy VAILLANCOURT, Auteur ; Mayada ELSABBAGH, Auteur ; Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur . - 2024 . - p.1-17. Langues : Français (fre) in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.1-17 Index. décimale : PER Périodiques Résumé : This study examined educators? descriptions of the positive character traits of students with autism spectrum disorder at ages 7?8 and 10?11, using an adapted version of the Values in Action (VIA) Classification of Strengths. The most commonly endorsed strengths at both age intervals were kindness, specific skills, self-regulation, and perseverance. Higher scores for challenging behavior were associated with a lower likelihood of endorsement for Happiness and Courage traits. Higher autism symptom severity scores were associated with a lower likelihood of endorsement for Courage traits. Few significant differences were found for endorsement of trait categories by students? educational placement or the type of curriculum they received. Results may have implications for student-teacher relationships, educational assessments, and school-based interventions that emphasize strengths and resilience. En ligne : https://doi.org/10.1007/s10803-022-05761-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Idiographic Coping Outcomes in Youth with Autism Spectrum Disorder and Co-Occurring Anxiety: Results from the TAASD Study / Jonathan C. RABNER ; Eric A. STORCH ; Jeffrey J. WOOD ; Connor KERNS ; Adam B. LEWIN ; Brent J. SMALL ; Philip C. KENDALL in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4711-4718 Titre : Idiographic Coping Outcomes in Youth with Autism Spectrum Disorder and Co-Occurring Anxiety: Results from the TAASD Study Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan C. RABNER, Auteur ; Eric A. STORCH, Auteur ; Jeffrey J. WOOD, Auteur ; Connor KERNS, Auteur ; Adam B. LEWIN, Auteur ; Brent J. SMALL, Auteur ; Philip C. KENDALL, Auteur Article en page(s) : p.4711-4718 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Versions of cognitive behavioral therapy (Coping Cat, CC; Behavioral Interventions for Anxiety in Children with Autism, BIACA) have shown efficacy in treating anxiety among youth with autism spectrum disorder. Measures of efficacy have been primarily nomothetic symptom severity assessments. The current study examined idiographic coping outcomes in the Treatment of Anxiety in Autism Spectrum Disorder study (N=167). Longitudinal changes in coping with situations individualized to youth fears (Coping Questionnaire) were examined across CC, BIACA and treatment as usual (TAU) in a series of multilevel models. CC and BIACA produced significantly greater improvements than TAU in caregiver-reported coping. Youth report did not reflect significant differences. Results show the efficacy of CC and BIACA in improving idiographic caregiver-, but not youth-, reported youth coping. En ligne : https://doi.org/10.1007/s10803-022-05716-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Idiographic Coping Outcomes in Youth with Autism Spectrum Disorder and Co-Occurring Anxiety: Results from the TAASD Study [Texte imprimé et/ou numérique] / Jonathan C. RABNER, Auteur ; Eric A. STORCH, Auteur ; Jeffrey J. WOOD, Auteur ; Connor KERNS, Auteur ; Adam B. LEWIN, Auteur ; Brent J. SMALL, Auteur ; Philip C. KENDALL, Auteur . - p.4711-4718. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4711-4718 Index. décimale : PER Périodiques Résumé : Versions of cognitive behavioral therapy (Coping Cat, CC; Behavioral Interventions for Anxiety in Children with Autism, BIACA) have shown efficacy in treating anxiety among youth with autism spectrum disorder. Measures of efficacy have been primarily nomothetic symptom severity assessments. The current study examined idiographic coping outcomes in the Treatment of Anxiety in Autism Spectrum Disorder study (N=167). Longitudinal changes in coping with situations individualized to youth fears (Coping Questionnaire) were examined across CC, BIACA and treatment as usual (TAU) in a series of multilevel models. CC and BIACA produced significantly greater improvements than TAU in caregiver-reported coping. Youth report did not reflect significant differences. Results show the efficacy of CC and BIACA in improving idiographic caregiver-, but not youth-, reported youth coping. En ligne : https://doi.org/10.1007/s10803-022-05716-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement / Virginia CARTER LENO in Development and Psychopathology, 36-1 (February 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-1 (February 2024) . - p.443-453 Titre : Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement Type de document : Texte imprimé et/ou numérique Auteurs : Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.443-453 Langues : Anglais (eng) Mots-clés : autism  depression  educational achievement  failure model  irritability  peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement [Texte imprimé et/ou numérique] / Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur . - p.443-453. Langues : Anglais (eng) in Development and Psychopathology > 36-1 (February 2024) . - p.443-453 Mots-clés : autism  depression  educational achievement  failure model  irritability  peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum / Stefano REZZONICO ; Terry BENNETT ; Eric DUKU ; Stelios GEORGIADES ; Connor KERNS ; Pat MIRENDA ; Annie RICHARD ; Isabel M. SMITH ; Peter SZATMARI ; Tracy VAILLANCOURT ; Charlotte WADDELL ; Anat ZAIDMAN-ZAIT ; Lonnie ZWAIGENBAUM ; Mayada ELSABBAGH in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4577-4590 Titre : The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Stefano REZZONICO, Auteur ; Terry BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor KERNS, Auteur ; Pat MIRENDA, Auteur ; Annie RICHARD, Auteur ; Isabel M. SMITH, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.4577-4590 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. En ligne : https://doi.org/10.1007/s10803-022-05678-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Stefano REZZONICO, Auteur ; Terry BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor KERNS, Auteur ; Pat MIRENDA, Auteur ; Annie RICHARD, Auteur ; Isabel M. SMITH, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur . - p.4577-4590. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4577-4590 Index. décimale : PER Périodiques Résumé : We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. En ligne : https://doi.org/10.1007/s10803-022-05678-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis / Yun-Ju CHEN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2241-2255 Titre : Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis Type de document : Texte imprimé et/ou numérique Auteurs : Yun-Ju CHEN, Auteur ; Eric DUKU, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Peter SZATMARI, Auteur ; Isabel M SMITH, Auteur ; Wendy J UNGAR, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Tracy VAILLANCOURT, Auteur ; Connor KERNS, Auteur ; Teresa BENNETT, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; Stelios GEORGIADES, Auteur Article en page(s) : p.2241-2255 Mots-clés : autism  environment  latent transition  participation profiles  youth Index. décimale : PER Périodiques Résumé : Participation in daily activities is often linked to functional independence and well-being, yet individual variability in participation and factors associated with that variation have rarely been examined among autistic youth. We applied latent profile analysis to identify subgroups of youth based on parent-reported activity participation frequency at home, school and community, as well as associations with youth characteristics, family demographics and environmental supportiveness among 158 autistic youth (aged 11-14?years at baseline). Three-, three- and two-profile solutions were selected for home, school and community settings, respectively; the most prevalent profiles were characterized by frequent home participation (73%), low participation in non-classroom activities at school (65%) and low community participation, particularly in social gatherings (80%), indicating participation imbalance across settings. More active participation profiles were generally associated with greater environmental support, higher cognitive and adaptive functioning and less externalizing behaviour. Latent transition analysis revealed overall 75% stability in profile membership over approximately 1?year, with a different home participation profile emerging at the second time-point. Our findings highlighted the variable participation patterns among autistic youth as associated with individual, family and environmental factors, thus stressing the need for optimizing person-environment fit through tailored supports to promote autistic youth?s participation across settings.Lay abstractWhat people do or engage in in their daily lives, or daily life participation, is often linked to their state of being happy and healthy, as well as potential for living independently. To date, little research has been conducted on daily activity participation by autistic youth at home, at school or in the community. Learning more about individual differences in participation levels and what might influence them can help to create custom supports for autistic youth and their families. In this study, 158 caregivers of autistic youth were asked how often their children took part in 25 common activities at two assessments, about one year apart. The analysis showed three profiles for each of the home and school settings and two profiles for the community setting. These profiles reflected distinct patterns in how often autistic youth took part in various daily activities, particularly in doing homework, school club activities and community gatherings. Most autistic youth were in profiles marked by often taking part at home but less often at school and in the community, and about three-fourths of them tended to stay in the same profile over time. Autistic youth with limited participation profiles were more likely to have lower scores on measures of cognitive ability and daily life skills and more challenging behaviour, and faced more barriers in their environment. These findings show how important it is to think about each autistic person?s strengths and weaknesses, and changing needs, to better support their daily life participation. En ligne : http://dx.doi.org/10.1177/13623613231154729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis [Texte imprimé et/ou numérique] / Yun-Ju CHEN, Auteur ; Eric DUKU, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Peter SZATMARI, Auteur ; Isabel M SMITH, Auteur ; Wendy J UNGAR, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Tracy VAILLANCOURT, Auteur ; Connor KERNS, Auteur ; Teresa BENNETT, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; Stelios GEORGIADES, Auteur . - p.2241-2255. in Autism > 27-8 (November 2023) . - p.2241-2255 Mots-clés : autism  environment  latent transition  participation profiles  youth Index. décimale : PER Périodiques Résumé : Participation in daily activities is often linked to functional independence and well-being, yet individual variability in participation and factors associated with that variation have rarely been examined among autistic youth. We applied latent profile analysis to identify subgroups of youth based on parent-reported activity participation frequency at home, school and community, as well as associations with youth characteristics, family demographics and environmental supportiveness among 158 autistic youth (aged 11-14?years at baseline). Three-, three- and two-profile solutions were selected for home, school and community settings, respectively; the most prevalent profiles were characterized by frequent home participation (73%), low participation in non-classroom activities at school (65%) and low community participation, particularly in social gatherings (80%), indicating participation imbalance across settings. More active participation profiles were generally associated with greater environmental support, higher cognitive and adaptive functioning and less externalizing behaviour. Latent transition analysis revealed overall 75% stability in profile membership over approximately 1?year, with a different home participation profile emerging at the second time-point. Our findings highlighted the variable participation patterns among autistic youth as associated with individual, family and environmental factors, thus stressing the need for optimizing person-environment fit through tailored supports to promote autistic youth?s participation across settings.Lay abstractWhat people do or engage in in their daily lives, or daily life participation, is often linked to their state of being happy and healthy, as well as potential for living independently. To date, little research has been conducted on daily activity participation by autistic youth at home, at school or in the community. Learning more about individual differences in participation levels and what might influence them can help to create custom supports for autistic youth and their families. In this study, 158 caregivers of autistic youth were asked how often their children took part in 25 common activities at two assessments, about one year apart. The analysis showed three profiles for each of the home and school settings and two profiles for the community setting. These profiles reflected distinct patterns in how often autistic youth took part in various daily activities, particularly in doing homework, school club activities and community gatherings. Most autistic youth were in profiles marked by often taking part at home but less often at school and in the community, and about three-fourths of them tended to stay in the same profile over time. Autistic youth with limited participation profiles were more likely to have lower scores on measures of cognitive ability and daily life skills and more challenging behaviour, and faced more barriers in their environment. These findings show how important it is to think about each autistic person?s strengths and weaknesses, and changing needs, to better support their daily life participation. En ligne : http://dx.doi.org/10.1177/13623613231154729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

---

1 (1 - 5 / 5)