Associations Among Sex, Cognitive Ability, and Autism Symptoms in Individuals with Down Syndrome / Audra STERLING ; Jamie EDGIN ; Debra R. HAMILTON ; Elizabeth BERRY-KRAVIS ; Amanda DIMACHKIE NUNNALLY ; Angela John THURMAN ; Leonard ABBEDUTO 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.301-311 Titre : Associations Among Sex, Cognitive Ability, and Autism Symptoms in Individuals with Down Syndrome Type de document : texte imprimé Auteurs : Audra STERLING, Auteur ; Jamie EDGIN, Auteur ; Debra R. HAMILTON, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Angela John THURMAN, Auteur ; Leonard ABBEDUTO, Auteur Article en page(s) : p.301-311 Index. décimale : PER Périodiques Résumé : This study explores sex-differences in (a) rates and profiles of autism symptoms as well as in (b) the contribution of intellectual quotient (IQ) to autism symptom presentation in Down syndrome (DS). Participants were 40 males and 38 females with DS, aged 6 to 23 years. Autism symptoms were rated through the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). Results show no sex differences in the ADOS-2 Calibrated Severity Scores (CSS). However, only females with DS who are classified as DS-Only have higher scores on verbal IQ than those classified as DS+autism. Furthermore, associations between IQ and all CSSs are found for females, but not for males. Findings suggest that verbal cognition may play differential roles for females and males with DS. En ligne : https://doi.org/10.1007/s10803-022-05779-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Associations Among Sex, Cognitive Ability, and Autism Symptoms in Individuals with Down Syndrome [texte imprimé] / Audra STERLING, Auteur ; Jamie EDGIN, Auteur ; Debra R. HAMILTON, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Angela John THURMAN, Auteur ; Leonard ABBEDUTO, Auteur . - p.301-311. in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.301-311 Index. décimale : PER Périodiques Résumé : This study explores sex-differences in (a) rates and profiles of autism symptoms as well as in (b) the contribution of intellectual quotient (IQ) to autism symptom presentation in Down syndrome (DS). Participants were 40 males and 38 females with DS, aged 6 to 23 years. Autism symptoms were rated through the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). Results show no sex differences in the ADOS-2 Calibrated Severity Scores (CSS). However, only females with DS who are classified as DS-Only have higher scores on verbal IQ than those classified as DS+autism. Furthermore, associations between IQ and all CSSs are found for females, but not for males. Findings suggest that verbal cognition may play differential roles for females and males with DS. En ligne : https://doi.org/10.1007/s10803-022-05779-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Titre : Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.3100-3117 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum [texte imprimé] / Heather J. NUSKE, Auteur ; Tristram SMITH, Auteur ; Lynne LEVATO, Auteur ; Briana BRONSTEIN, Auteur ; Nicole SPARAPANI, Auteur ; Consuelo GARCIA, Auteur ; Fernanda CASTELLON, Auteur ; Hyon Soo LEE, Auteur ; Sarah F. VEJNOSKA, Auteur ; Samantha HOCHHEIMER, Auteur ; Amber R. FITZGERALD, Auteur ; Jenny C. CHIAPPE, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Jennica LI, Auteur ; Wendy SHIH, Auteur ; Ashlee BROWN, Auteur ; Michelle CULLEN, Auteur ; Lisa M. HUND, Auteur ; Aubyn C. STAHMER, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur . - p.3100-3117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3100-3117 Index. décimale : PER Périodiques Résumé : New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions. En ligne : https://doi.org/10.1007/s10803-024-06285-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Factors associated with classroom participation in preschool through third grade learners on the autism spectrum / Nicole SPARAPANI in Research in Autism Spectrum Disorders, 105 (July 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 105 (July 2023) . - 102186 Titre : Factors associated with classroom participation in preschool through third grade learners on the autism spectrum Type de document : texte imprimé Auteurs : Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy L. BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur Article en page(s) : 102186 Langues : Anglais (eng) Mots-clés : Autism  Instructional opportunities  Mathematical tasks  Teacher language  Active engagement  Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Factors associated with classroom participation in preschool through third grade learners on the autism spectrum [texte imprimé] / Nicole SPARAPANI, Auteur ; Nancy TSENG, Auteur ; Laurel TOWERS, Auteur ; Sandy L. BIRKENEDER, Auteur ; Sana KARIMI, Auteur ; Cameron J. ALEXANDER, Auteur ; Johanna Vega GARCIA, Auteur ; Taffeta WOOD, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur . - 102186. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 105 (July 2023) . - 102186 Mots-clés : Autism  Instructional opportunities  Mathematical tasks  Teacher language  Active engagement  Spontaneous communication Index. décimale : PER Périodiques Résumé : Background Access to mathematics instruction that involves opportunities for critical thinking and procedural fluency promotes mathematics learning. Studies have outlined effective strategies for teaching mathematics to children on the autism spectrum, however, the focus of these interventions often represent a narrow set of mathematical skills and concepts centered on procedural learning without linking ideas to underlying concepts. Methods This study utilized classroom video observations to evaluate the variability in and nature of mathematical learning opportunities presented to 76 autistic students within 49 preschool-3rd grade general and special education learning contexts. We examined teacher instructional practices and student participation across 109 mathematical tasks within larger mathematics lessons. Results Students were most often presented with mathematical tasks that required low-level cognitive demand, such as tasks focusing on rote memorization and practicing predetermined steps to solve basic algorithms. Furthermore, the nature of the mathematical task was linked with the language that teachers used, and this in turn, was associated with students' participation within the learning opportunity. Conclusions Our findings indicate that features of talk within specific types of mathematical tasks, including math-related talk and responsive language, were associated with increased student active engagement and spontaneous communication. The knowledge gained from this study contributes to the development of optimized instructional practices for school-aged children on the autism spectrum-information that could be used to prepare both preservice and in-service teachers. En ligne : https://doi.org/10.1016/j.rasd.2023.102186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : texte imprimé Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather J. NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [texte imprimé] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather J. NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

What are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder / Amanda DIMACHKIE NUNNALLY in Autism, 25-8 (November 2021)  

Public ISBD [article]  inAutism > 25-8 (November 2021) . - p.2254-2264 Titre : What are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder Type de document : texte imprimé Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Kyle STERRETT, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2254-2264 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Caregivers  Child, Preschool  Emotions  Family  Humans  Parents  autism spectrum disorders  behavioral measurement  development  emotion regulation  family functioning and support Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder sometimes have challenges with regulating their negative emotions. These difficulties can impact children's social outcomes and how well they respond to intervention. We know that caregivers of children with autism spectrum disorder can help their children regulate negative emotions in a process known as co-regulation, but not much is known about how child and caregiver strategy use impacts children's negativity in real time. In this study, 71 caregivers of toddlers with autism spectrum disorder were asked to encourage their child to unlock a locked toy box, a task which is designed to elicit frustration. Video observations of the participants completing the task were used to examine whether specific child and caregiver behaviors increased or decreased the likelihood that the child will become upset. No child strategies were predictive of a decreased likelihood of a child becoming upset, but when children used high-energy behaviors that did not serve a purpose, such as running back and forth, they were more likely to then show signs of being upset a few seconds later. The way that caregivers responded to their child was a potent caregiver predictor of the likelihood of children's negativity, with caregivers' unresponsiveness and proactiveness both emerging as salient predictor of increased likelihood of the child being upset a few moments later. These findings give insight into how children with autism spectrum disorder and their caregiver navigate challenging and frustrating tasks, and have the potential to influence clinical practice by giving an indication off which parent and child behaviors are most effective in reducing children's negativity while interacting with parents and caregivers. En ligne : http://dx.doi.org/10.1177/13623613211015001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] What are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder [texte imprimé] / Amanda DIMACHKIE NUNNALLY, Auteur ; Kyle STERRETT, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.2254-2264. Langues : Anglais (eng) in Autism > 25-8 (November 2021) . - p.2254-2264 Mots-clés : Autism Spectrum Disorder  Caregivers  Child, Preschool  Emotions  Family  Humans  Parents  autism spectrum disorders  behavioral measurement  development  emotion regulation  family functioning and support Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder sometimes have challenges with regulating their negative emotions. These difficulties can impact children's social outcomes and how well they respond to intervention. We know that caregivers of children with autism spectrum disorder can help their children regulate negative emotions in a process known as co-regulation, but not much is known about how child and caregiver strategy use impacts children's negativity in real time. In this study, 71 caregivers of toddlers with autism spectrum disorder were asked to encourage their child to unlock a locked toy box, a task which is designed to elicit frustration. Video observations of the participants completing the task were used to examine whether specific child and caregiver behaviors increased or decreased the likelihood that the child will become upset. No child strategies were predictive of a decreased likelihood of a child becoming upset, but when children used high-energy behaviors that did not serve a purpose, such as running back and forth, they were more likely to then show signs of being upset a few seconds later. The way that caregivers responded to their child was a potent caregiver predictor of the likelihood of children's negativity, with caregivers' unresponsiveness and proactiveness both emerging as salient predictor of increased likelihood of the child being upset a few moments later. These findings give insight into how children with autism spectrum disorder and their caregiver navigate challenging and frustrating tasks, and have the potential to influence clinical practice by giving an indication off which parent and child behaviors are most effective in reducing children's negativity while interacting with parents and caregivers. En ligne : http://dx.doi.org/10.1177/13623613211015001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

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