Focusing on autism symptoms masks sex-specific needs of autistic children: An example from the Sydney Child Neurodevelopment Research Registry / Marie-Antoinette HODGE in Autism, 29-5 (May 2025)  

Public ISBD [article]  inAutism > 29-5 (May 2025) . - p.1318-1332 Titre : Focusing on autism symptoms masks sex-specific needs of autistic children: An example from the Sydney Child Neurodevelopment Research Registry Type de document : texte imprimé Auteurs : Marie-Antoinette HODGE, Auteur ; Rebecca SUTHERLAND, Auteur ; Kelsie A. BOULTON, Auteur ; Sarah Jane BARACZ, Auteur ; Natalie ONG, Auteur ; Beverley BENNETT, Auteur ; Adam J. GUASTELLA, Auteur ; Natalie SILOVE, Auteur Article en page(s) : p.1318-1332 Langues : Anglais (eng) Mots-clés : adaptive skills  age at diagnosis  assigned sex at birth  autism symptoms  developmental skills  intellectual ability Index. décimale : PER Périodiques Résumé : Studies have shown that there are differences between the presentations of males and females diagnosed with autism. There remains a developing understanding about how the presentation of autism differs between boys (hereafter referred to as 'assigned males at birth') and girls (assigned females at birth). This study sought to investigate the presence of sex differences in autistic children. Participants (1.11-17.97 years) attended an assessment clinic and participated in measures of intelligence/development, social/communication skills and behaviour. Adaptive skills were evaluated using a range of standardised measures, and other clinical and demographic variables were collected (e.g. age, intelligence quotient, ratio of male to female). Assigned males at birth displayed more autism characteristics and greater symptom autism severity than assigned females at birth. No significant differences were found between assigned males at birth and assigned females at birth on any measure of intelligence. Children assigned males at birth received assessments 6 months earlier than children assigned females at birth on average. Externalising behaviour problems were more evident in assigned males at birth, but statistically significant differences in adaptive skills were not apparent between assigned males at birth and assigned females at birth. This study showed assigned females at birth and assigned males at birth differ in autism symptoms and severity and age at diagnosis based on a real-world sample. It highlights the importance of balancing assessments of symptoms with assessment of adaptive function.Lay abstract Studies have shown that there is a difference between biological sex at birth in autism spectrum disorder. There remains a lack of understanding about how the symptoms of autism differ between assigned males at birth and assigned females at birth. We looked at the presence of sex differences in a large group of autistic toddlers, children and adolescents, who were seen in a large diagnosis and assessment clinic. They participated in measures of intelligence/development, social/communication skills and behaviour. Their adaptive skills were evaluated and other clinical and information were collected. Assigned males at birth displayed more autism characteristics and greater symptom autism severity than assigned females at birth. There were no statistically significant differences between assigned males at birth and assigned females at birth on any measure of intellectual assessment. Assigned females at birth showed better nonverbal performance than assigned males at birth on formal developmental assessments. Children assigned males at birth received assessments 6 months earlier than children assigned females at birth. Externalising behaviour problems were more evident in assigned males at birth. This study provides evidence to show that autistic children assigned females at birth and assigned males at birth differ in terms of autism symptoms and severity and age at diagnosis based on a sample recruited in a real-world clinic. It highlights the importance of the growing debate between balancing assessments of symptoms with assessment of adaptive function. En ligne : https://dx.doi.org/10.1177/13623613241303550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Focusing on autism symptoms masks sex-specific needs of autistic children: An example from the Sydney Child Neurodevelopment Research Registry [texte imprimé] / Marie-Antoinette HODGE, Auteur ; Rebecca SUTHERLAND, Auteur ; Kelsie A. BOULTON, Auteur ; Sarah Jane BARACZ, Auteur ; Natalie ONG, Auteur ; Beverley BENNETT, Auteur ; Adam J. GUASTELLA, Auteur ; Natalie SILOVE, Auteur . - p.1318-1332. Langues : Anglais (eng) in Autism > 29-5 (May 2025) . - p.1318-1332 Mots-clés : adaptive skills  age at diagnosis  assigned sex at birth  autism symptoms  developmental skills  intellectual ability Index. décimale : PER Périodiques Résumé : Studies have shown that there are differences between the presentations of males and females diagnosed with autism. There remains a developing understanding about how the presentation of autism differs between boys (hereafter referred to as 'assigned males at birth') and girls (assigned females at birth). This study sought to investigate the presence of sex differences in autistic children. Participants (1.11-17.97 years) attended an assessment clinic and participated in measures of intelligence/development, social/communication skills and behaviour. Adaptive skills were evaluated using a range of standardised measures, and other clinical and demographic variables were collected (e.g. age, intelligence quotient, ratio of male to female). Assigned males at birth displayed more autism characteristics and greater symptom autism severity than assigned females at birth. No significant differences were found between assigned males at birth and assigned females at birth on any measure of intelligence. Children assigned males at birth received assessments 6 months earlier than children assigned females at birth on average. Externalising behaviour problems were more evident in assigned males at birth, but statistically significant differences in adaptive skills were not apparent between assigned males at birth and assigned females at birth. This study showed assigned females at birth and assigned males at birth differ in autism symptoms and severity and age at diagnosis based on a real-world sample. It highlights the importance of balancing assessments of symptoms with assessment of adaptive function.Lay abstract Studies have shown that there is a difference between biological sex at birth in autism spectrum disorder. There remains a lack of understanding about how the symptoms of autism differ between assigned males at birth and assigned females at birth. We looked at the presence of sex differences in a large group of autistic toddlers, children and adolescents, who were seen in a large diagnosis and assessment clinic. They participated in measures of intelligence/development, social/communication skills and behaviour. Their adaptive skills were evaluated and other clinical and information were collected. Assigned males at birth displayed more autism characteristics and greater symptom autism severity than assigned females at birth. There were no statistically significant differences between assigned males at birth and assigned females at birth on any measure of intellectual assessment. Assigned females at birth showed better nonverbal performance than assigned males at birth on formal developmental assessments. Children assigned males at birth received assessments 6 months earlier than children assigned females at birth. Externalising behaviour problems were more evident in assigned males at birth. This study provides evidence to show that autistic children assigned females at birth and assigned males at birth differ in terms of autism symptoms and severity and age at diagnosis based on a sample recruited in a real-world clinic. It highlights the importance of the growing debate between balancing assessments of symptoms with assessment of adaptive function. En ligne : https://dx.doi.org/10.1177/13623613241303550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Predictors of adaptive functioning in preschool aged children with autism spectrum disorder / Marie-Antoinette HODGE in Autism Research, 14-7 (July 2021)  

Public ISBD [article]  inAutism Research > 14-7 (July 2021) . - p.1444-1455 Titre : Predictors of adaptive functioning in preschool aged children with autism spectrum disorder Type de document : texte imprimé Auteurs : Marie-Antoinette HODGE, Auteur ; Kelsie A. BOULTON, Auteur ; Rebecca SUTHERLAND, Auteur ; Diana BARNETT, Auteur ; Beverley BENNETT, Auteur ; Esther W. CHAN, Auteur ; Jane CRAMSIE, Auteur ; Suzi DREVENSEK, Auteur ; Valsamma EAPEN, Auteur ; Kalaichelvi GANESALINGAM, Auteur ; Anne MASI, Auteur ; Natalie ONG, Auteur ; Marcia WILLIAMSZ, Auteur ; Adam J. GUASTELLA, Auteur ; Natalie SILOVE, Auteur Article en page(s) : p.1444-1455 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Autistic Disorder  Child  Child, Preschool  Cognition  Humans  Motivation  Social Skills  adaptive functioning  autism spectrum disorder  children  cognitive function  preschool  socioeconomic status  symptom severity Index. décimale : PER Périodiques Résumé : Difficulties in adaptive functioning are common in autism spectrum disorder (ASD) and contribute to negative outcomes across the lifespan. Research indicates that cognitive ability is related to degree of adaptive functioning impairments, particularly in young children with ASD. However, the extent to which other factors, such as socioeconomic status (SES) and ASD symptom severity, predict impairments in adaptive functioning remains unclear. The goal of this study was to determine the extent to which SES, ASD symptom severity, and cognitive ability contribute to variability in domain-specific and global components of adaptive functioning in preschool-aged children with ASD. Participants were 99 preschool-aged children (2-6 years) with ASD who attended a tertiary diagnostic service. Results demonstrate that cognitive ability accounted for a significant proportion of variance in domain-specific and global components of adaptive functioning, with higher cognitive ability predicting better adaptive functioning. Results also demonstrate that SES accounted for some variability in domain-specific communication skills and global adaptive functioning when compared to basic demographic factors alone (age and gender). By contrast, ASD symptom severity did not predict variability in domain-specific or global components of adaptive functioning. These findings provide support for a relationship between cognitive ability and adaptive functioning in preschool-aged children with ASD and help to explain specific contributions of verbal and nonverbal ability to adaptive functioning; from this, we can better understand which children are likely to show the greatest degree of impairments across components of adaptive functioning early in development. LAY SUMMARY: People with autism often have difficulties with everyday communication, daily living, and social skills, which are also called adaptive functioning skills. This study investigated factors that might be related to these difficulties in preschoolers with autism. We found that better cognitive ability, but not autism symptoms, were associated with better adaptive functioning. This suggests that interventions for young children with autism should take into account cognitive ability to better understand which children are likely to have difficulties with adaptive functioning. En ligne : http://dx.doi.org/10.1002/aur.2501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Predictors of adaptive functioning in preschool aged children with autism spectrum disorder [texte imprimé] / Marie-Antoinette HODGE, Auteur ; Kelsie A. BOULTON, Auteur ; Rebecca SUTHERLAND, Auteur ; Diana BARNETT, Auteur ; Beverley BENNETT, Auteur ; Esther W. CHAN, Auteur ; Jane CRAMSIE, Auteur ; Suzi DREVENSEK, Auteur ; Valsamma EAPEN, Auteur ; Kalaichelvi GANESALINGAM, Auteur ; Anne MASI, Auteur ; Natalie ONG, Auteur ; Marcia WILLIAMSZ, Auteur ; Adam J. GUASTELLA, Auteur ; Natalie SILOVE, Auteur . - p.1444-1455. Langues : Anglais (eng) in Autism Research > 14-7 (July 2021) . - p.1444-1455 Mots-clés : Autism Spectrum Disorder/complications  Autistic Disorder  Child  Child, Preschool  Cognition  Humans  Motivation  Social Skills  adaptive functioning  autism spectrum disorder  children  cognitive function  preschool  socioeconomic status  symptom severity Index. décimale : PER Périodiques Résumé : Difficulties in adaptive functioning are common in autism spectrum disorder (ASD) and contribute to negative outcomes across the lifespan. Research indicates that cognitive ability is related to degree of adaptive functioning impairments, particularly in young children with ASD. However, the extent to which other factors, such as socioeconomic status (SES) and ASD symptom severity, predict impairments in adaptive functioning remains unclear. The goal of this study was to determine the extent to which SES, ASD symptom severity, and cognitive ability contribute to variability in domain-specific and global components of adaptive functioning in preschool-aged children with ASD. Participants were 99 preschool-aged children (2-6 years) with ASD who attended a tertiary diagnostic service. Results demonstrate that cognitive ability accounted for a significant proportion of variance in domain-specific and global components of adaptive functioning, with higher cognitive ability predicting better adaptive functioning. Results also demonstrate that SES accounted for some variability in domain-specific communication skills and global adaptive functioning when compared to basic demographic factors alone (age and gender). By contrast, ASD symptom severity did not predict variability in domain-specific or global components of adaptive functioning. These findings provide support for a relationship between cognitive ability and adaptive functioning in preschool-aged children with ASD and help to explain specific contributions of verbal and nonverbal ability to adaptive functioning; from this, we can better understand which children are likely to show the greatest degree of impairments across components of adaptive functioning early in development. LAY SUMMARY: People with autism often have difficulties with everyday communication, daily living, and social skills, which are also called adaptive functioning skills. This study investigated factors that might be related to these difficulties in preschoolers with autism. We found that better cognitive ability, but not autism symptoms, were associated with better adaptive functioning. This suggests that interventions for young children with autism should take into account cognitive ability to better understand which children are likely to have difficulties with adaptive functioning. En ligne : http://dx.doi.org/10.1002/aur.2501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Screen to Screen Versus Face to Face: Evaluating Telehealth Autism Diagnostic Assessments for Young Children in a Diverse Clinical Setting / Rebecca SUTHERLAND in Autism Research, 18-10 (October 2025)  

Public ISBD [article]  inAutism Research > 18-10 (October 2025) . - p.2054-2062 Titre : Screen to Screen Versus Face to Face: Evaluating Telehealth Autism Diagnostic Assessments for Young Children in a Diverse Clinical Setting Type de document : texte imprimé Auteurs : Rebecca SUTHERLAND, Auteur ; Marie-Antoinette HODGE, Auteur ; Kelsie A. BOULTON, Auteur ; Sarah Jane BARACZ, Auteur ; Gillian BROOKS, Auteur ; Beverley BENNETT, Auteur ; Natalie ONG, Auteur ; Angela PAPANICOLAOU, Auteur ; Gail TOMSIC, Auteur ; Marcia WILLIAMSZ, Auteur ; Adam J. GUASTELLA, Auteur ; Natalie SILOVE, Auteur Article en page(s) : p.2054-2062 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : ABSTRACT Access to autism diagnostic assessments continues to be problematic for many families and children. While telehealth assessments have been shown to be feasible and reliable in research settings, less is known about the agreement between telehealth autism assessments compared with in-person evaluations in clinical settings with linguistic, cultural, and social diversity. Twenty-one minimally verbal children (between 23.9 and 51.7?months, mean?=?36.5?months, SD?=?8?months) participated in a telehealth autism assessment (the TELE-ASD-PEDS; TAP) with a parent, and then in an in-person, multidisciplinary team assessment. Telehealth clinicians were blinded to history and questionnaire information; in-person clinicians were blinded to the telehealth results. Assessment results in each setting, along with diagnostic impression (telehealth) and diagnostic outcome (in-person), were compared. Assessment scores across the settings showed very good agreement and were strongly correlated (r?=?0.75, p? En ligne : https://doi.org/10.1002/aur.70113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] Screen to Screen Versus Face to Face: Evaluating Telehealth Autism Diagnostic Assessments for Young Children in a Diverse Clinical Setting [texte imprimé] / Rebecca SUTHERLAND, Auteur ; Marie-Antoinette HODGE, Auteur ; Kelsie A. BOULTON, Auteur ; Sarah Jane BARACZ, Auteur ; Gillian BROOKS, Auteur ; Beverley BENNETT, Auteur ; Natalie ONG, Auteur ; Angela PAPANICOLAOU, Auteur ; Gail TOMSIC, Auteur ; Marcia WILLIAMSZ, Auteur ; Adam J. GUASTELLA, Auteur ; Natalie SILOVE, Auteur . - p.2054-2062. Langues : Anglais (eng) in Autism Research > 18-10 (October 2025) . - p.2054-2062 Index. décimale : PER Périodiques Résumé : ABSTRACT Access to autism diagnostic assessments continues to be problematic for many families and children. While telehealth assessments have been shown to be feasible and reliable in research settings, less is known about the agreement between telehealth autism assessments compared with in-person evaluations in clinical settings with linguistic, cultural, and social diversity. Twenty-one minimally verbal children (between 23.9 and 51.7?months, mean?=?36.5?months, SD?=?8?months) participated in a telehealth autism assessment (the TELE-ASD-PEDS; TAP) with a parent, and then in an in-person, multidisciplinary team assessment. Telehealth clinicians were blinded to history and questionnaire information; in-person clinicians were blinded to the telehealth results. Assessment results in each setting, along with diagnostic impression (telehealth) and diagnostic outcome (in-person), were compared. Assessment scores across the settings showed very good agreement and were strongly correlated (r?=?0.75, p? En ligne : https://doi.org/10.1002/aur.70113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

---

1 (1 - 3 / 3) Par page : 25 50 100 200