Characterising Insistence on Sameness and Circumscribed Interests: A Qualitative Study of Parent Perspectives / Alicia GENG ; Luke D. SMILLIE ; Thomas W. FRAZIER ; Antonio Y. HARDAN ; Gail A. ALVAREZ ; Andrew WHITEHOUSE ; Rachel K. SCHUCK ; Sue R. LEEKAM ; Mirko ULJAREVI? in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2896-2908 Titre : Characterising Insistence on Sameness and Circumscribed Interests: A Qualitative Study of Parent Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Alicia GENG, Auteur ; Luke D. SMILLIE, Auteur ; Thomas W. FRAZIER, Auteur ; Antonio Y. HARDAN, Auteur ; Gail A. ALVAREZ, Auteur ; Andrew WHITEHOUSE, Auteur ; Rachel K. SCHUCK, Auteur ; Sue R. LEEKAM, Auteur ; Mirko ULJAREVI?, Auteur Article en page(s) : p.2896-2908 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Manifestations of insistence on sameness (IS) and circumscribed interests (CI) are complex, with individuals varying considerably, not only in the types of behaviours they express, but also in terms of a behaviour?s frequency, intensity, trajectory, adaptive benefits, and impacts. However, current quantitative RRB instruments capture only certain aspects of these behaviours (e.g., mostly frequency or general "severity"). Thus, the current study utilised a semi-structured caregiver interview to provide an in-depth, qualitative characterization of different aspects of IS and CI presentation. Caregivers of 27 autistic children and adolescents displaying IS and/or CI behaviours (3-16 years; 18 males; 9 females) participated in a semi-structured interview. Responses were analysed using thematic framework analysis. Framework analysis identified nine different aspects of IS and CI presentation: (1) intensity, (2) frequency, (3) emergence of behaviour, (4) changes over time, (5) day-to-day fluctuations, (6) purpose/adaptive benefit, (7) experiences of distress, (8) challenges for the individual, their family, and their socialisation, and (9) management strategies and their effectiveness. Autistic children and adolescents were reported to vary greatly on each of these dimensions. Findings demonstrate the complexity of IS and CI presentations and highlight the need for more comprehensive quantitative assessments that independently assess the frequency, intensity, and impact of behaviours. Further, findings reported here emphasize the need for ecologically valid measures that assess the contexts in which these behaviours occur and how their presentations can change within and across days. En ligne : https://doi.org/10.1007/s10803-024-06404-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Characterising Insistence on Sameness and Circumscribed Interests: A Qualitative Study of Parent Perspectives [Texte imprimé et/ou numérique] / Alicia GENG, Auteur ; Luke D. SMILLIE, Auteur ; Thomas W. FRAZIER, Auteur ; Antonio Y. HARDAN, Auteur ; Gail A. ALVAREZ, Auteur ; Andrew WHITEHOUSE, Auteur ; Rachel K. SCHUCK, Auteur ; Sue R. LEEKAM, Auteur ; Mirko ULJAREVI?, Auteur . - p.2896-2908. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2896-2908 Index. décimale : PER Périodiques Résumé : Manifestations of insistence on sameness (IS) and circumscribed interests (CI) are complex, with individuals varying considerably, not only in the types of behaviours they express, but also in terms of a behaviour?s frequency, intensity, trajectory, adaptive benefits, and impacts. However, current quantitative RRB instruments capture only certain aspects of these behaviours (e.g., mostly frequency or general "severity"). Thus, the current study utilised a semi-structured caregiver interview to provide an in-depth, qualitative characterization of different aspects of IS and CI presentation. Caregivers of 27 autistic children and adolescents displaying IS and/or CI behaviours (3-16 years; 18 males; 9 females) participated in a semi-structured interview. Responses were analysed using thematic framework analysis. Framework analysis identified nine different aspects of IS and CI presentation: (1) intensity, (2) frequency, (3) emergence of behaviour, (4) changes over time, (5) day-to-day fluctuations, (6) purpose/adaptive benefit, (7) experiences of distress, (8) challenges for the individual, their family, and their socialisation, and (9) management strategies and their effectiveness. Autistic children and adolescents were reported to vary greatly on each of these dimensions. Findings demonstrate the complexity of IS and CI presentations and highlight the need for more comprehensive quantitative assessments that independently assess the frequency, intensity, and impact of behaviours. Further, findings reported here emphasize the need for ecologically valid measures that assess the contexts in which these behaviours occur and how their presentations can change within and across days. En ligne : https://doi.org/10.1007/s10803-024-06404-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training / Jane SHKEL in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1215-1228 Titre : A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training Type de document : Texte imprimé et/ou numérique Auteurs : Jane SHKEL, Auteur ; Alicia GENG, Auteur ; Elise PILCHAK, Auteur ; Maria Estefania MILLAN, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Rachel SCHUCK, Auteur ; Maria Victoria BUNDANG, Auteur ; Agatha BARNOWSKI, Auteur ; Devon M. SLAP, Auteur ; Sydney STRATFORD, Auteur ; Antonio Y. HARDAN, Auteur ; Jennifer M. PHILLIPS, Auteur ; Grace W. GENGOUX, Auteur Article en page(s) : p.1215-1228 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response. En ligne : https://doi.org/10.1007/s10803-024-06302-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training [Texte imprimé et/ou numérique] / Jane SHKEL, Auteur ; Alicia GENG, Auteur ; Elise PILCHAK, Auteur ; Maria Estefania MILLAN, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Rachel SCHUCK, Auteur ; Maria Victoria BUNDANG, Auteur ; Agatha BARNOWSKI, Auteur ; Devon M. SLAP, Auteur ; Sydney STRATFORD, Auteur ; Antonio Y. HARDAN, Auteur ; Jennifer M. PHILLIPS, Auteur ; Grace W. GENGOUX, Auteur . - p.1215-1228. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1215-1228 Index. décimale : PER Périodiques Résumé : Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response. En ligne : https://doi.org/10.1007/s10803-024-06302-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

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