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Auteur Julie LOUNDS TAYLOR |
Documents disponibles écrits par cet auteur (61)
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Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)
[article]
Titre : Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2155-2163 Langues : Anglais (eng) Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Autism Research > 13-12 (December 2020) . - p.2155-2163[article] Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur . - p.2155-2163.
Langues : Anglais (eng)
in Autism Research > 13-12 (December 2020) . - p.2155-2163
Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school / Julie LOUNDS TAYLOR in Autism Research, 10-4 (April 2017)
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Titre : Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Ryan E. ADAMS, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.663-672 Langues : Anglais (eng) Mots-clés : autism spectrum disorder transition to adulthood social participation internalizing Index. décimale : PER Périodiques Résumé : In the present study, we examined how unstructured (e.g., spending time with friends or co-workers) and structured (e.g., attending social events at a place of workshop, sports teams) social participation changed from before to after high school for youth with autism spectrum disorders (ASD), as well as the longitudinal and concurrent relations between social participation and internalizing symptoms. Participants included 36 families of youth with ASD who were all in their last year of high school at the first time point of data collection, and who were out of high school for an average of 9 months at the second time point. Social participation and internalizing symptoms were determined using parental report. There was no average change in the amount of unstructured social participation after high school exit, although substantial individual variability was observed. Participation in structured social activities significantly declined after high school exit. Youth who had more structured social participation while in high school were significantly more likely to have gains in their unstructured social participation after high school exit. Turning to relationships between internalizing and social activities, more internalizing symptoms while youth with ASD were in high school significantly predicted increasing social isolation after high school exit (both in terms of structured and unstructured activities). Results point to the likely need for additional supports during the transition to adulthood for youth with ASD who have internalizing problems. En ligne : http://dx.doi.org/10.1002/aur.1709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-4 (April 2017) . - p.663-672[article] Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Ryan E. ADAMS, Auteur ; Somer L. BISHOP, Auteur . - p.663-672.
Langues : Anglais (eng)
in Autism Research > 10-4 (April 2017) . - p.663-672
Mots-clés : autism spectrum disorder transition to adulthood social participation internalizing Index. décimale : PER Périodiques Résumé : In the present study, we examined how unstructured (e.g., spending time with friends or co-workers) and structured (e.g., attending social events at a place of workshop, sports teams) social participation changed from before to after high school for youth with autism spectrum disorders (ASD), as well as the longitudinal and concurrent relations between social participation and internalizing symptoms. Participants included 36 families of youth with ASD who were all in their last year of high school at the first time point of data collection, and who were out of high school for an average of 9 months at the second time point. Social participation and internalizing symptoms were determined using parental report. There was no average change in the amount of unstructured social participation after high school exit, although substantial individual variability was observed. Participation in structured social activities significantly declined after high school exit. Youth who had more structured social participation while in high school were significantly more likely to have gains in their unstructured social participation after high school exit. Turning to relationships between internalizing and social activities, more internalizing symptoms while youth with ASD were in high school significantly predicted increasing social isolation after high school exit (both in terms of structured and unstructured activities). Results point to the likely need for additional supports during the transition to adulthood for youth with ASD who have internalizing problems. En ligne : http://dx.doi.org/10.1002/aur.1709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 Ten weeks in: COVID-19-related distress in adults with autism spectrum disorder / R. E. ADAMS in Autism, 25-7 (October 2021)
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Titre : Ten weeks in: COVID-19-related distress in adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. E. ADAMS, Auteur ; S. ZHENG, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.2140-2145 Langues : Anglais (eng) Mots-clés : Adult Anxiety/epidemiology Autism Spectrum Disorder/epidemiology Covid-19 Depression/epidemiology Female Humans SARS-CoV-2 United States/epidemiology adults anxiety depression Index. décimale : PER Périodiques Résumé : This study used data collected from 275 adults in the United States with autism spectrum disorder both before the pandemic and then 10?weeks into the pandemic to assess COVID-19-related distress and its impact. Two-thirds of those surveyed reported some type of distress related to the pandemic (i.e. difficulty coping or negative impact on emotional and mental health). While there were no changes in depressive and anxiety symptoms from prior to COVID-19 to 10?week later in the group as a whole, self-reported distress predicted increases in both anxiety and depression across the two timepoints. Furthermore, adults with higher levels of anxiety prior to the pandemic were more likely to report distress, and women were more likely to report a negative impact of the pandemic on their emotional and mental health. Findings highlight the importance of monitoring with adults with autism spectrum disorder to assess their need for mental health support, and providing ongoing support to those who already experience anxiety even before the pandemic. En ligne : http://dx.doi.org/10.1177/13623613211005919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.2140-2145[article] Ten weeks in: COVID-19-related distress in adults with autism spectrum disorder [Texte imprimé et/ou numérique] / R. E. ADAMS, Auteur ; S. ZHENG, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur . - p.2140-2145.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.2140-2145
Mots-clés : Adult Anxiety/epidemiology Autism Spectrum Disorder/epidemiology Covid-19 Depression/epidemiology Female Humans SARS-CoV-2 United States/epidemiology adults anxiety depression Index. décimale : PER Périodiques Résumé : This study used data collected from 275 adults in the United States with autism spectrum disorder both before the pandemic and then 10?weeks into the pandemic to assess COVID-19-related distress and its impact. Two-thirds of those surveyed reported some type of distress related to the pandemic (i.e. difficulty coping or negative impact on emotional and mental health). While there were no changes in depressive and anxiety symptoms from prior to COVID-19 to 10?week later in the group as a whole, self-reported distress predicted increases in both anxiety and depression across the two timepoints. Furthermore, adults with higher levels of anxiety prior to the pandemic were more likely to report distress, and women were more likely to report a negative impact of the pandemic on their emotional and mental health. Findings highlight the importance of monitoring with adults with autism spectrum disorder to assess their need for mental health support, and providing ongoing support to those who already experience anxiety even before the pandemic. En ligne : http://dx.doi.org/10.1177/13623613211005919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Ten weeks in: COVID-19-related distress in adults with autism spectrum disorder / Ryan E. ADAMS in Autism, 26-7 (October 2022)
[article]
Titre : Ten weeks in: COVID-19-related distress in adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ryan E. ADAMS, Auteur ; Shuting ZHENG, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.2140-2145 Langues : Anglais (eng) Mots-clés : Adult Anxiety/epidemiology Autism Spectrum Disorder/epidemiology covid-19 Depression/epidemiology Female Humans SARS-CoV-2 United States/epidemiology adults anxiety depression Index. décimale : PER Périodiques Résumé : This study used data collected from 275 adults in the United States with autism spectrum disorder both before the pandemic and then 10weeks into the pandemic to assess COVID-19-related distress and its impact. Two-thirds of those surveyed reported some type of distress related to the pandemic (i.e. difficulty coping or negative impact on emotional and mental health). While there were no changes in depressive and anxiety symptoms from prior to COVID-19 to 10week later in the group as a whole, self-reported distress predicted increases in both anxiety and depression across the two timepoints. Furthermore, adults with higher levels of anxiety prior to the pandemic were more likely to report distress, and women were more likely to report a negative impact of the pandemic on their emotional and mental health. Findings highlight the importance of monitoring with adults with autism spectrum disorder to assess their need for mental health support, and providing ongoing support to those who already experience anxiety even before the pandemic. En ligne : http://dx.doi.org/10.1177/13623613211005919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-7 (October 2022) . - p.2140-2145[article] Ten weeks in: COVID-19-related distress in adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Ryan E. ADAMS, Auteur ; Shuting ZHENG, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur . - p.2140-2145.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.2140-2145
Mots-clés : Adult Anxiety/epidemiology Autism Spectrum Disorder/epidemiology covid-19 Depression/epidemiology Female Humans SARS-CoV-2 United States/epidemiology adults anxiety depression Index. décimale : PER Périodiques Résumé : This study used data collected from 275 adults in the United States with autism spectrum disorder both before the pandemic and then 10weeks into the pandemic to assess COVID-19-related distress and its impact. Two-thirds of those surveyed reported some type of distress related to the pandemic (i.e. difficulty coping or negative impact on emotional and mental health). While there were no changes in depressive and anxiety symptoms from prior to COVID-19 to 10week later in the group as a whole, self-reported distress predicted increases in both anxiety and depression across the two timepoints. Furthermore, adults with higher levels of anxiety prior to the pandemic were more likely to report distress, and women were more likely to report a negative impact of the pandemic on their emotional and mental health. Findings highlight the importance of monitoring with adults with autism spectrum disorder to assess their need for mental health support, and providing ongoing support to those who already experience anxiety even before the pandemic. En ligne : http://dx.doi.org/10.1177/13623613211005919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum / Chung Eun LEE in Autism, 26-4 (May 2022)
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Titre : The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Chung Eun LEE, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chak LI, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.1001-1006 Langues : Anglais (eng) Mots-clés : Adolescent Adult Aged Autism Spectrum Disorder/therapy Autistic Disorder Child Child Development Disorders, Pervasive Humans Intellectual Disability Parents autism spectrum disorder parental advocacy service access transition-aged youth Index. décimale : PER Périodiques Résumé : It can be difficult for youth on the autism spectrum to get the services they need after they leave high school. Because of this, many studies have examined the different factors that are related to service access. These studies have shown that youth on the autism spectrum who belong to an underrepresented racial or ethnic group or whose families have lower incomes are less likely to receive the services that they need. However, it is difficult or impossible to change things like race/ethnicity or family income. It is important to also identify factors that might improve service access that we can change. One potential factor that fits into this category is parental advocacy activities. Using data collected from 185 parents of youth on the autism spectrum, we found that more parental advocacy activities were related to youth receiving more services, even after accounting for variables related to the functioning of the youth (e.g. whether they have an intellectual disability, their autism symptom severity) and demographic information about the family (e.g. state in which they live, parental race/ethnicity, and family income). Our findings suggest that building parental advocacy skills may be one important way to increase the number of services that youth on the autism spectrum receive as they transition to adulthood. En ligne : https://dx.doi.org/10.1177/13623613211057660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Autism > 26-4 (May 2022) . - p.1001-1006[article] The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum [Texte imprimé et/ou numérique] / Chung Eun LEE, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chak LI, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.1001-1006.
Langues : Anglais (eng)
in Autism > 26-4 (May 2022) . - p.1001-1006
Mots-clés : Adolescent Adult Aged Autism Spectrum Disorder/therapy Autistic Disorder Child Child Development Disorders, Pervasive Humans Intellectual Disability Parents autism spectrum disorder parental advocacy service access transition-aged youth Index. décimale : PER Périodiques Résumé : It can be difficult for youth on the autism spectrum to get the services they need after they leave high school. Because of this, many studies have examined the different factors that are related to service access. These studies have shown that youth on the autism spectrum who belong to an underrepresented racial or ethnic group or whose families have lower incomes are less likely to receive the services that they need. However, it is difficult or impossible to change things like race/ethnicity or family income. It is important to also identify factors that might improve service access that we can change. One potential factor that fits into this category is parental advocacy activities. Using data collected from 185 parents of youth on the autism spectrum, we found that more parental advocacy activities were related to youth receiving more services, even after accounting for variables related to the functioning of the youth (e.g. whether they have an intellectual disability, their autism symptom severity) and demographic information about the family (e.g. state in which they live, parental race/ethnicity, and family income). Our findings suggest that building parental advocacy skills may be one important way to increase the number of services that youth on the autism spectrum receive as they transition to adulthood. En ligne : https://dx.doi.org/10.1177/13623613211057660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Training Parents of Youth with Autism Spectrum Disorder to Advocate for Adult Disability Services: Results from a Pilot Randomized Controlled Trial / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
PermalinkUsing community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)
PermalinkVirtual Reality Job Interview Training in Adults with Autism Spectrum Disorder / Matthew J. SMITH in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
PermalinkWhat do we really mean by "inclusion?": The importance of terminology when discussing approaches to community engagement / L. A. WEAVER in Autism, 25-8 (November 2021)
PermalinkPermalinkWorking toward a better understanding of the life experiences of women on the autism spectrum / Julie LOUNDS TAYLOR in Autism, 24-5 (July 2020)
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