Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry / Kelsie A. BOULTON in Autism Research, 17-3 (March 2024)  

Public ISBD [article]  inAutism Research > 17-3 (March 2024) . - p.555-567 Titre : Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry Type de document : texte imprimé Auteurs : Kelsie A. BOULTON, Auteur ; Marie-Antoinette HODGE, Auteur ; Kelera LEVU, Auteur ; Natalie ONG, Auteur ; Natalie SILOVE, Auteur ; Adam J. GUASTELLA, Auteur Article en page(s) : p.555-567 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Families can spend years waiting for a developmental assessment. We sought to understand supports caregivers had accessed by the time of their child's first multi-disciplinary developmental assessment, the supports caregivers wanted, and the barriers caregivers reported to accessing these supports. We also sought to understand how government funding schemes (the National Disability Insurance Scheme) and sociodemographic factors influenced access to supports. Caregivers were emailed questionnaires on sociodemographic background and intervention history prior to their child's developmental assessment at a tertiary diagnostic and assessment service. Results from 202 caregivers showed most children were receiving less than 2 hours of support each week at assessment. The most common accessed supports were from general practitioners and pediatricians. Caregivers reported behavioral therapists (41%) and psychologists (29%) as the most desired but inaccessible child supports. Half of caregivers nominated a need for parenting interventions. The most frequent barriers to accessing child supports were wait lists, finance, and knowledge. Government funding improved access to the total number of services received (from 2.7 to 5.2 different services), but for disability specific services only (e.g., speech and occupational therapy). Results highlighted disparities for families without government funding, impacting certain groups (e.g., children over 7 years) and services (e.g., mental health). Socioeconomic disadvantage, parental separation, and, surprisingly, being from a non-culturally/linguistically diverse background were associated with fewer services and more barriers. Results highlight the need to facilitate access to supports for families to align with existing recommendations. En ligne : https://doi.org/10.1002/aur.3064 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry [texte imprimé] / Kelsie A. BOULTON, Auteur ; Marie-Antoinette HODGE, Auteur ; Kelera LEVU, Auteur ; Natalie ONG, Auteur ; Natalie SILOVE, Auteur ; Adam J. GUASTELLA, Auteur . - p.555-567. Langues : Anglais (eng) in Autism Research > 17-3 (March 2024) . - p.555-567 Index. décimale : PER Périodiques Résumé : Abstract Families can spend years waiting for a developmental assessment. We sought to understand supports caregivers had accessed by the time of their child's first multi-disciplinary developmental assessment, the supports caregivers wanted, and the barriers caregivers reported to accessing these supports. We also sought to understand how government funding schemes (the National Disability Insurance Scheme) and sociodemographic factors influenced access to supports. Caregivers were emailed questionnaires on sociodemographic background and intervention history prior to their child's developmental assessment at a tertiary diagnostic and assessment service. Results from 202 caregivers showed most children were receiving less than 2 hours of support each week at assessment. The most common accessed supports were from general practitioners and pediatricians. Caregivers reported behavioral therapists (41%) and psychologists (29%) as the most desired but inaccessible child supports. Half of caregivers nominated a need for parenting interventions. The most frequent barriers to accessing child supports were wait lists, finance, and knowledge. Government funding improved access to the total number of services received (from 2.7 to 5.2 different services), but for disability specific services only (e.g., speech and occupational therapy). Results highlighted disparities for families without government funding, impacting certain groups (e.g., children over 7 years) and services (e.g., mental health). Socioeconomic disadvantage, parental separation, and, surprisingly, being from a non-culturally/linguistically diverse background were associated with fewer services and more barriers. Results highlight the need to facilitate access to supports for families to align with existing recommendations. En ligne : https://doi.org/10.1002/aur.3064 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Caregiver-identified strengths in children attending their first neurodevelopmental assessment: Findings from the Sydney child development research registry and development of a child strengths checklist / Lorna HANKIN ; Marie-Antoinette HODGE ; Natalie ONG ; Natalie SILOVE ; Adam J. GUASTELLA in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1769-1781 Titre : Caregiver-identified strengths in children attending their first neurodevelopmental assessment: Findings from the Sydney child development research registry and development of a child strengths checklist Type de document : texte imprimé Auteurs : Lorna HANKIN, Auteur ; Marie-Antoinette HODGE, Auteur ; Natalie ONG, Auteur ; Natalie SILOVE, Auteur ; Adam J. GUASTELLA, Auteur Article en page(s) : p.1769-1781 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  neurodevelopment  ADHD  communication disorders  strengths Index. décimale : PER Périodiques Résumé : There has been a growing focus on the importance of understanding strengths in children with neurodevelopmental conditions and how such knowledge can support clinical practices. However, limited research has explored systematic reports of strengths from caregivers of children with neurodevelopmental conditions, most commonly autism. In this study, we explored caregiver-identified strengths in children attending their first neurodevelopmental assessment. Caregivers of 686 children attending a tertiary assessment service answered a survey question about their children s strengths. Content analysis identified 61 unique categories of strengths, which were grouped into six themes: cognitive and intellectual, social and interpersonal, hobbies and passions, character and personality, physical, and behavioural. The most frequently reported specific strengths were kind caring, and compassionate, social and friendly, loving and affectionate, music singing and dancing, and good memory recall. The breadth of positive strengths identified here may reflect the larger population sampled or the diversity of presentations in this cohort. We then present a caregiver checklist, the Child Autism and Neurodevelopment Strengths (CANS) Checklist, that was developed with community representatives, to inform assessment and feedback of child strengths. We discuss what is required to use this knowledge to inform strengths-based practices that can support clinical practice and inform on child development and family well-being.Lay Abstract There has been a growing focus on the importance of understanding strengths in children with neurodevelopmental conditions, but there is little research exploring caregiver-reported strengths at the time of diagnostic assessment. In this study, we explored caregiver-identified strengths in 686 children who were attending a neurodevelopmental assessment. Content analysis identified 61 unique categories of strengths, which we grouped into six main themes. These six themes were cognitive and intellectual, social and interpersonal, hobbies and passions, character and personality, physical, and behavioural. The most common strengths identified by caregivers were 'kind, caring, and compassionate", 'social and friendly", 'loving and affectionate", 'music, singing, and dancing", and 'good memory recall". Based on these strengths, we present a checklist that was developed with community representatives, to make sure a strengths-based framework can be used during the diagnostic process. We discuss how we can use this knowledge to develop strengths-based practices that can support clinical practice and inform on child development and family well-being. En ligne : https://dx.doi.org/10.1177/13623613251325287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Caregiver-identified strengths in children attending their first neurodevelopmental assessment: Findings from the Sydney child development research registry and development of a child strengths checklist [texte imprimé] / Lorna HANKIN, Auteur ; Marie-Antoinette HODGE, Auteur ; Natalie ONG, Auteur ; Natalie SILOVE, Auteur ; Adam J. GUASTELLA, Auteur . - p.1769-1781. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1769-1781 Mots-clés : assessment  autism spectrum disorders  neurodevelopment  ADHD  communication disorders  strengths Index. décimale : PER Périodiques Résumé : There has been a growing focus on the importance of understanding strengths in children with neurodevelopmental conditions and how such knowledge can support clinical practices. However, limited research has explored systematic reports of strengths from caregivers of children with neurodevelopmental conditions, most commonly autism. In this study, we explored caregiver-identified strengths in children attending their first neurodevelopmental assessment. Caregivers of 686 children attending a tertiary assessment service answered a survey question about their children s strengths. Content analysis identified 61 unique categories of strengths, which were grouped into six themes: cognitive and intellectual, social and interpersonal, hobbies and passions, character and personality, physical, and behavioural. The most frequently reported specific strengths were kind caring, and compassionate, social and friendly, loving and affectionate, music singing and dancing, and good memory recall. The breadth of positive strengths identified here may reflect the larger population sampled or the diversity of presentations in this cohort. We then present a caregiver checklist, the Child Autism and Neurodevelopment Strengths (CANS) Checklist, that was developed with community representatives, to inform assessment and feedback of child strengths. We discuss what is required to use this knowledge to inform strengths-based practices that can support clinical practice and inform on child development and family well-being.Lay Abstract There has been a growing focus on the importance of understanding strengths in children with neurodevelopmental conditions, but there is little research exploring caregiver-reported strengths at the time of diagnostic assessment. In this study, we explored caregiver-identified strengths in 686 children who were attending a neurodevelopmental assessment. Content analysis identified 61 unique categories of strengths, which we grouped into six main themes. These six themes were cognitive and intellectual, social and interpersonal, hobbies and passions, character and personality, physical, and behavioural. The most common strengths identified by caregivers were 'kind, caring, and compassionate", 'social and friendly", 'loving and affectionate", 'music, singing, and dancing", and 'good memory recall". Based on these strengths, we present a checklist that was developed with community representatives, to make sure a strengths-based framework can be used during the diagnostic process. We discuss how we can use this knowledge to develop strengths-based practices that can support clinical practice and inform on child development and family well-being. En ligne : https://dx.doi.org/10.1177/13623613251325287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

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

Parent-reported differences between school-aged girls and boys on the autism spectrum / Rebecca SUTHERLAND in Autism, 21-6 (August 2017)  

Public ISBD [article]  inAutism > 21-6 (August 2017) . - p.785-794 Titre : Parent-reported differences between school-aged girls and boys on the autism spectrum Type de document : texte imprimé Auteurs : Rebecca SUTHERLAND, Auteur ; Marie-Antoinette HODGE, Auteur ; Susan BRUCK, Auteur ; Debra COSTLEY, Auteur ; Helen KLIEVE, Auteur Article en page(s) : p.785-794 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon. En ligne : http://dx.doi.org/10.1177/1362361316668653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] Parent-reported differences between school-aged girls and boys on the autism spectrum [texte imprimé] / Rebecca SUTHERLAND, Auteur ; Marie-Antoinette HODGE, Auteur ; Susan BRUCK, Auteur ; Debra COSTLEY, Auteur ; Helen KLIEVE, Auteur . - p.785-794. Langues : Anglais (eng) in Autism > 21-6 (August 2017) . - p.785-794 Index. décimale : PER Périodiques Résumé : More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon. En ligne : http://dx.doi.org/10.1177/1362361316668653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

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

Quality and accessibility of written development assessment reports provided to caregivers in a publicly funded child developmental assessment service / Martha MUNRO in Autism, 27-6 (August 2023)  

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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)  

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Validation of the Emotion Regulation and Social Skills Questionnaire for Young People with Autism Spectrum Disorders / Thomas W. BUTTERWORTH in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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