Reliability, Validity and Acceptability of the PEDI-CAT with ASD Scales for Australian Children and Youth on the Autism Spectrum / Emily D'ARCY ; Andrew J.O. WHITEHOUSE ; Kerry WALLACE ; Maya HAYDEN-EVANS ; Sonya GIRDLER ; Benjamin MILBOURN ; Sven BÖLTE ; Kiah EVANS in Journal of Autism and Developmental Disorders, 55-7 (July 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2422-2435 Titre : Reliability, Validity and Acceptability of the PEDI-CAT with ASD Scales for Australian Children and Youth on the Autism Spectrum Type de document : texte imprimé Auteurs : Emily D'ARCY, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kerry WALLACE, Auteur ; Maya HAYDEN-EVANS, Auteur ; Sonya GIRDLER, Auteur ; Benjamin MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Kiah EVANS, Auteur Article en page(s) : p.2422-2435 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The PEDI-CAT (ASD) is used to assess functioning of children and youth on the autism spectrum; however, current psychometric evidence is limited. This study aimed to explore the reliability, validity and acceptability of the PEDI-CAT (ASD) using a large Australian sample. En ligne : https://doi.org/10.1007/s10803-024-06366-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Reliability, Validity and Acceptability of the PEDI-CAT with ASD Scales for Australian Children and Youth on the Autism Spectrum [texte imprimé] / Emily D'ARCY, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kerry WALLACE, Auteur ; Maya HAYDEN-EVANS, Auteur ; Sonya GIRDLER, Auteur ; Benjamin MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Kiah EVANS, Auteur . - p.2422-2435. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2422-2435 Index. décimale : PER Périodiques Résumé : The PEDI-CAT (ASD) is used to assess functioning of children and youth on the autism spectrum; however, current psychometric evidence is limited. This study aimed to explore the reliability, validity and acceptability of the PEDI-CAT (ASD) using a large Australian sample. En ligne : https://doi.org/10.1007/s10803-024-06366-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

“Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting / Benjamin M. JONES in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202825 Titre : “Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting Type de document : texte imprimé Auteurs : Benjamin M. JONES, Auteur ; Maya HAYDEN-EVANS, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Ben MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : 202825 Langues : Anglais (eng) Mots-clés : Autism  Social skills  School program  Cultural adaptation Index. décimale : PER Périodiques Résumé : This study investigated the feasibility of adapting SCHOOL KONTAKT™, a manualised social skills group training program, to an Australian high school setting, exploring its potential to improve social participation outcomes for autistic high school students. SCHOOL KONTAKT™ was delivered twice per week at four Western Australian high schools, with a total of 69 students participating in the 16-week program. A pre-test, post-test design evaluated changes in participants’ progress toward their desired social goals, social skills, social anxiety, and perceived friendships. Parents and teachers completed surveys focused on emotion regulation and social responsiveness, and students and school staff involved in the program participated in focus groups after the intervention to share their experiences. The students’ individual social goals were evaluated at an additional assessment point, approximately three months after the program ended. Findings suggest the preliminary efficacy of SCHOOL KONTAKT™ in supporting students to achieve their individual social goals, with parents and teachers also identifying changes in students’ social responsiveness. The results suggest that SCHOOL KONTAKT™ is a feasible social skills group training program in an Australian high school setting, with a larger scale study indicated to confirm the outcomes of the current study. En ligne : https://doi.org/10.1016/j.reia.2026.202825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] “Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting [texte imprimé] / Benjamin M. JONES, Auteur ; Maya HAYDEN-EVANS, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Ben MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - 202825. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202825 Mots-clés : Autism  Social skills  School program  Cultural adaptation Index. décimale : PER Périodiques Résumé : This study investigated the feasibility of adapting SCHOOL KONTAKT™, a manualised social skills group training program, to an Australian high school setting, exploring its potential to improve social participation outcomes for autistic high school students. SCHOOL KONTAKT™ was delivered twice per week at four Western Australian high schools, with a total of 69 students participating in the 16-week program. A pre-test, post-test design evaluated changes in participants’ progress toward their desired social goals, social skills, social anxiety, and perceived friendships. Parents and teachers completed surveys focused on emotion regulation and social responsiveness, and students and school staff involved in the program participated in focus groups after the intervention to share their experiences. The students’ individual social goals were evaluated at an additional assessment point, approximately three months after the program ended. Findings suggest the preliminary efficacy of SCHOOL KONTAKT™ in supporting students to achieve their individual social goals, with parents and teachers also identifying changes in students’ social responsiveness. The results suggest that SCHOOL KONTAKT™ is a feasible social skills group training program in an Australian high school setting, with a larger scale study indicated to confirm the outcomes of the current study. En ligne : https://doi.org/10.1016/j.reia.2026.202825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum / Maya HAYDEN-EVANS 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.1424-1437 Titre : Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum Type de document : texte imprimé Auteurs : Maya HAYDEN-EVANS, Auteur ; Kiah EVANS, Auteur ; Benjamin MILBOURN, Auteur ; Emily D'ARCY, Auteur ; Angela CHAMBERLAIN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Andrew WHITEHOUSE, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1424-1437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Assessing functioning of children on the autism spectrum is necessary to determine the level of support they require to participate in everyday activities across contexts. The International Classification of Functioning, Disability and Health (ICF) is a comprehensive biopsychosocial framework recommended for classifying health-related functioning in a holistic manner, across the components of body functions, activities and participation, and environmental factors. The ICF Core Sets (ICF-CSs) are sub-sets of relevant codes from the broader framework that provide a basis for developing condition-specific measures. This study combined the ICF-CSs for autism, attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) to validate the ICF-CSs for autism in an Australian sample of school-aged children. This cross-sectional study involved caregivers of school-aged children on the spectrum (n = 70) completing an online survey and being visited in their homes by an occupational therapist to complete the proxy-report measure based on the ICF-CSs for autism, ADHD and CP. Absolute and relative frequencies of ratings for each of the codes included in the measure were calculated and reported, along with the number of participants who required clarification to understand the terminology used. Findings indicate that the body functions and activities and participation represented in the ICF-CSs for autism were the most applicable for the sample. However, findings relating to environmental factors were less conclusive. Some codes not currently included in the ICF-CSs for autism may warrant further investigation, and the language used in measures based on the ICF-CSs should be revised to ensure clarity. En ligne : https://doi.org/10.1007/s10803-024-06295-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum [texte imprimé] / Maya HAYDEN-EVANS, Auteur ; Kiah EVANS, Auteur ; Benjamin MILBOURN, Auteur ; Emily D'ARCY, Auteur ; Angela CHAMBERLAIN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Andrew WHITEHOUSE, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.1424-1437. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1424-1437 Index. décimale : PER Périodiques Résumé : Assessing functioning of children on the autism spectrum is necessary to determine the level of support they require to participate in everyday activities across contexts. The International Classification of Functioning, Disability and Health (ICF) is a comprehensive biopsychosocial framework recommended for classifying health-related functioning in a holistic manner, across the components of body functions, activities and participation, and environmental factors. The ICF Core Sets (ICF-CSs) are sub-sets of relevant codes from the broader framework that provide a basis for developing condition-specific measures. This study combined the ICF-CSs for autism, attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) to validate the ICF-CSs for autism in an Australian sample of school-aged children. This cross-sectional study involved caregivers of school-aged children on the spectrum (n = 70) completing an online survey and being visited in their homes by an occupational therapist to complete the proxy-report measure based on the ICF-CSs for autism, ADHD and CP. Absolute and relative frequencies of ratings for each of the codes included in the measure were calculated and reported, along with the number of participants who required clarification to understand the terminology used. Findings indicate that the body functions and activities and participation represented in the ICF-CSs for autism were the most applicable for the sample. However, findings relating to environmental factors were less conclusive. Some codes not currently included in the ICF-CSs for autism may warrant further investigation, and the language used in measures based on the ICF-CSs should be revised to ensure clarity. En ligne : https://doi.org/10.1007/s10803-024-06295-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

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