Brief Report: Prevalence and Predictors of DSM-Specific and Distinct Anxiety in Cognitively Impaired Autistic Preschool Children / Connor KERNS ; Kimberly HILLS ; Abigail HOGAN ; Sara MATHERLY ; Jane ROBERTS in Journal of Autism and Developmental Disorders, 55-5 (May 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1923-1931 Titre : Brief Report: Prevalence and Predictors of DSM-Specific and Distinct Anxiety in Cognitively Impaired Autistic Preschool Children Type de document : Texte imprimé et/ou numérique Auteurs : Connor KERNS, Auteur ; Kimberly HILLS, Auteur ; Abigail HOGAN, Auteur ; Sara MATHERLY, Auteur ; Jane ROBERTS, Auteur Article en page(s) : p.1923-1931 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic individuals are twice as likely to meet criteria for anxiety than neurotypical children; yet we lack understanding of early presentations of anxiety in young autistic children, especially those with cognitive impairment. This study is the first to utilize an autism-specific anxiety diagnostic interview with 28 preschool cognitively impaired, autistic children and 18 neurotypical, age-matched controls. Results indicate that 64% of autistic children met criteria for DSM-specified or "other specified," herein referred to as "distinct," anxiety disorders; 32% met criteria for multiple anxiety disorders, with phobias occurring most often. Results indicate that anxiety is highly prevalent in cognitively-impaired, autistic preschool children, highlighting the need for developmentally-tailored assessment and treatment in early childhood. En ligne : https://doi.org/10.1007/s10803-023-05978-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Brief Report: Prevalence and Predictors of DSM-Specific and Distinct Anxiety in Cognitively Impaired Autistic Preschool Children [Texte imprimé et/ou numérique] / Connor KERNS, Auteur ; Kimberly HILLS, Auteur ; Abigail HOGAN, Auteur ; Sara MATHERLY, Auteur ; Jane ROBERTS, Auteur . - p.1923-1931. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-5 (May 2025) . - p.1923-1931 Index. décimale : PER Périodiques Résumé : Autistic individuals are twice as likely to meet criteria for anxiety than neurotypical children; yet we lack understanding of early presentations of anxiety in young autistic children, especially those with cognitive impairment. This study is the first to utilize an autism-specific anxiety diagnostic interview with 28 preschool cognitively impaired, autistic children and 18 neurotypical, age-matched controls. Results indicate that 64% of autistic children met criteria for DSM-specified or "other specified," herein referred to as "distinct," anxiety disorders; 32% met criteria for multiple anxiety disorders, with phobias occurring most often. Results indicate that anxiety is highly prevalent in cognitively-impaired, autistic preschool children, highlighting the need for developmentally-tailored assessment and treatment in early childhood. En ligne : https://doi.org/10.1007/s10803-023-05978-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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)  

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