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Auteur Julie LOUNDS TAYLOR |
Documents disponibles écrits par cet auteur (61)
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Differences in anticipatory versus reactive stress to social evaluative threat in adults versus adolescents with autism / Julie LOUNDS TAYLOR in Autism Research, 11-9 (September 2018)
[article]
Titre : Differences in anticipatory versus reactive stress to social evaluative threat in adults versus adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; R. A. MUSCATELLO, Auteur ; B. A. CORBETT, Auteur Article en page(s) : p.1276-1285 Langues : Anglais (eng) Mots-clés : HPA axis adolescence adults autism spectrum disorder cortisol stress Index. décimale : PER Périodiques Résumé : Social evaluative threat is a potent activator of the hypothalamic-pituitary-adrenocortical (HPA) axis in typically developing (TD) populations. Studies have shown that children and adolescents with autism spectrum disorder (ASD) show a blunted cortisol response to this type of stressor; yet, a previous study in adults with ASD reported a more prototypical stress response. The current study compared 24 adolescents and 17 adults with ASD to investigate a possible developmental lag in autism resulting in a more adaptive stress response to social evaluation with development. Participants were exposed to the trier social stress test (TSST), and salivary cortisol was collected before and after stress induction. Multilevel modeling revealed that relative to adolescents, young adults with ASD evidenced a significant increase in cortisol in response to anticipatory stress, and 23.5% were classified as anticipatory responders. Adolescents, however, had a significant change in slope in response to the TSST, with 37.5% classified as reactive responders. In both groups, the majority of participants did not have a robust stress response to the TSST as would be expected in TD participants. Findings suggest significant differences in the cortisol trajectory; adults with ASD were more likely to show an anticipatory response to being socially evaluated, which was maintained throughout the stressor, whereas the adolescents had a more reactive response pattern with no anticipatory response. Further research is needed to determine if such patterns are adaptive or deleterious, and to determine underlying factors that may contribute to distinct stress profiles and to the overall diminished stress responses. Autism Res 2018, 11: 1276-1285. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Many individuals have increased stress when being socially evaluated. The current study shows that adults with ASD have increased stress in anticipation of a task in which individuals are required to give a speech to unfamiliar raters, while adolescents with ASD tend to show a stress response only during the task itself. Further research is necessary to understand whether developmental influences on stress response in ASD have significant impacts on other areas of functioning often affected by stress. En ligne : http://dx.doi.org/10.1002/aur.1998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Autism Research > 11-9 (September 2018) . - p.1276-1285[article] Differences in anticipatory versus reactive stress to social evaluative threat in adults versus adolescents with autism [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; R. A. MUSCATELLO, Auteur ; B. A. CORBETT, Auteur . - p.1276-1285.
Langues : Anglais (eng)
in Autism Research > 11-9 (September 2018) . - p.1276-1285
Mots-clés : HPA axis adolescence adults autism spectrum disorder cortisol stress Index. décimale : PER Périodiques Résumé : Social evaluative threat is a potent activator of the hypothalamic-pituitary-adrenocortical (HPA) axis in typically developing (TD) populations. Studies have shown that children and adolescents with autism spectrum disorder (ASD) show a blunted cortisol response to this type of stressor; yet, a previous study in adults with ASD reported a more prototypical stress response. The current study compared 24 adolescents and 17 adults with ASD to investigate a possible developmental lag in autism resulting in a more adaptive stress response to social evaluation with development. Participants were exposed to the trier social stress test (TSST), and salivary cortisol was collected before and after stress induction. Multilevel modeling revealed that relative to adolescents, young adults with ASD evidenced a significant increase in cortisol in response to anticipatory stress, and 23.5% were classified as anticipatory responders. Adolescents, however, had a significant change in slope in response to the TSST, with 37.5% classified as reactive responders. In both groups, the majority of participants did not have a robust stress response to the TSST as would be expected in TD participants. Findings suggest significant differences in the cortisol trajectory; adults with ASD were more likely to show an anticipatory response to being socially evaluated, which was maintained throughout the stressor, whereas the adolescents had a more reactive response pattern with no anticipatory response. Further research is needed to determine if such patterns are adaptive or deleterious, and to determine underlying factors that may contribute to distinct stress profiles and to the overall diminished stress responses. Autism Res 2018, 11: 1276-1285. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Many individuals have increased stress when being socially evaluated. The current study shows that adults with ASD have increased stress in anticipation of a task in which individuals are required to give a speech to unfamiliar raters, while adolescents with ASD tend to show a stress response only during the task itself. Further research is necessary to understand whether developmental influences on stress response in ASD have significant impacts on other areas of functioning often affected by stress. En ligne : http://dx.doi.org/10.1002/aur.1998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
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Titre : Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur Année de publication : 2011 Article en page(s) : p.566-574 Langues : Anglais (eng) Mots-clés : Transition to adulthood Employment Post-secondary education Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-010-1070-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.566-574[article] Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur . - 2011 . - p.566-574.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.566-574
Mots-clés : Transition to adulthood Employment Post-secondary education Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-010-1070-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 Engagement in Vocational Activities Promotes Behavioral Development for Adults with Autism Spectrum Disorders / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
[article]
Titre : Engagement in Vocational Activities Promotes Behavioral Development for Adults with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Leann E. SMITH, Auteur ; Marsha R. MAILICK, Auteur Article en page(s) : p.1447-1460 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Adult Vocation Autism symptoms Behavior problems Activities of daily living Index. décimale : PER Périodiques Résumé : This study examined the bidirectional relations over time between behavioral functioning (autism symptoms, maladaptive behaviors, activities of daily living) and vocational/educational activities of adults with autism spectrum disorders (ASD). Participants were 153 adults with ASD (M age = 30.2 years) who were part of a larger longitudinal study. Data were collected at two time points separated by 5.5 years. Cross-lag models were used, which accounted for stability over time while testing both directions of cross-lagged effects. Results suggested that greater vocational independence and engagement was related to subsequent reductions in autism symptoms and maladaptive behaviors, and improvements in activities of daily living. Relations between earlier behavioral variables (symptoms, behaviors, and activities of daily living) and later vocational independence were not statistically significant. En ligne : http://dx.doi.org/10.1007/s10803-013-2010-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1447-1460[article] Engagement in Vocational Activities Promotes Behavioral Development for Adults with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Leann E. SMITH, Auteur ; Marsha R. MAILICK, Auteur . - p.1447-1460.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1447-1460
Mots-clés : Autism spectrum disorder Adult Vocation Autism symptoms Behavior problems Activities of daily living Index. décimale : PER Périodiques Résumé : This study examined the bidirectional relations over time between behavioral functioning (autism symptoms, maladaptive behaviors, activities of daily living) and vocational/educational activities of adults with autism spectrum disorders (ASD). Participants were 153 adults with ASD (M age = 30.2 years) who were part of a larger longitudinal study. Data were collected at two time points separated by 5.5 years. Cross-lag models were used, which accounted for stability over time while testing both directions of cross-lagged effects. Results suggested that greater vocational independence and engagement was related to subsequent reductions in autism symptoms and maladaptive behaviors, and improvements in activities of daily living. Relations between earlier behavioral variables (symptoms, behaviors, and activities of daily living) and later vocational independence were not statistically significant. En ligne : http://dx.doi.org/10.1007/s10803-013-2010-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Enhancing developmental-behavioral pediatric rotations by teaching residents how to evaluate autism in primary care / Jeffrey F. HINE in Autism, 25-5 (July 2021)
[article]
Titre : Enhancing developmental-behavioral pediatric rotations by teaching residents how to evaluate autism in primary care Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey F. HINE, Auteur ; Liliana WAGNER, Auteur ; Rachel GOODE, Auteur ; Verity RODRIGUES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amy WEITLAUF, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.1492-1496 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Curriculum Humans Internship and Residency Primary Health Care Surveys and Questionnaires autism spectrum disorder primary care resident training interest with respect to research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Most physician preparation programs do not provide enough practical experiences in autism-related care. This is especially true for how to assess for and diagnose autism. Without this training, many pediatricians are not well prepared to implement appropriate care for children with autism and their families. We designed a curriculum to improve training for medical residents that involved explicit hands-on training in diagnostic identification and care coordination for toddlers at risk for autism. We collected data to assess whether our enhanced curriculum led to increased comfort level across recommended practice behaviors. Almost all the residents were able to complete the training within their rotation and our surveys indicated significant increases in residents feeling more comfortable identifying symptoms of autism, providing feedback about diagnostic decisions, and effectively connecting families with services. A significant majority of residents considered it appropriate or very appropriate for children to receive a diagnosis solely from a primary care provider. Our results suggest feasibility of the enhanced model, and this project reflects the first step in advancing incorporation of autism training into pediatric residency programs. En ligne : http://dx.doi.org/10.1177/1362361320984313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1492-1496[article] Enhancing developmental-behavioral pediatric rotations by teaching residents how to evaluate autism in primary care [Texte imprimé et/ou numérique] / Jeffrey F. HINE, Auteur ; Liliana WAGNER, Auteur ; Rachel GOODE, Auteur ; Verity RODRIGUES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amy WEITLAUF, Auteur ; Zachary WARREN, Auteur . - p.1492-1496.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1492-1496
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Curriculum Humans Internship and Residency Primary Health Care Surveys and Questionnaires autism spectrum disorder primary care resident training interest with respect to research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Most physician preparation programs do not provide enough practical experiences in autism-related care. This is especially true for how to assess for and diagnose autism. Without this training, many pediatricians are not well prepared to implement appropriate care for children with autism and their families. We designed a curriculum to improve training for medical residents that involved explicit hands-on training in diagnostic identification and care coordination for toddlers at risk for autism. We collected data to assess whether our enhanced curriculum led to increased comfort level across recommended practice behaviors. Almost all the residents were able to complete the training within their rotation and our surveys indicated significant increases in residents feeling more comfortable identifying symptoms of autism, providing feedback about diagnostic decisions, and effectively connecting families with services. A significant majority of residents considered it appropriate or very appropriate for children to receive a diagnosis solely from a primary care provider. Our results suggest feasibility of the enhanced model, and this project reflects the first step in advancing incorporation of autism training into pediatric residency programs. En ligne : http://dx.doi.org/10.1177/1362361320984313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Enhancing developmental-behavioral pediatric rotations by teaching residents how to evaluate autism in primary care / Jeffrey F. HINE in Autism, 26-5 (July 2022)
[article]
Titre : Enhancing developmental-behavioral pediatric rotations by teaching residents how to evaluate autism in primary care Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey F. HINE, Auteur ; Liliana WAGNER, Auteur ; Rachel GOODE, Auteur ; Verity RODRIGUES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amy WEITLAUF, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.1492-1496 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Curriculum Humans Internship and Residency Primary Health Care Surveys and Questionnaires autism spectrum disorder primary care resident training interest with respect to research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Most physician preparation programs do not provide enough practical experiences in autism-related care. This is especially true for how to assess for and diagnose autism. Without this training, many pediatricians are not well prepared to implement appropriate care for children with autism and their families. We designed a curriculum to improve training for medical residents that involved explicit hands-on training in diagnostic identification and care coordination for toddlers at risk for autism. We collected data to assess whether our enhanced curriculum led to increased comfort level across recommended practice behaviors. Almost all the residents were able to complete the training within their rotation and our surveys indicated significant increases in residents feeling more comfortable identifying symptoms of autism, providing feedback about diagnostic decisions, and effectively connecting families with services. A significant majority of residents considered it appropriate or very appropriate for children to receive a diagnosis solely from a primary care provider. Our results suggest feasibility of the enhanced model, and this project reflects the first step in advancing incorporation of autism training into pediatric residency programs. En ligne : http://dx.doi.org/10.1177/1362361320984313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-5 (July 2022) . - p.1492-1496[article] Enhancing developmental-behavioral pediatric rotations by teaching residents how to evaluate autism in primary care [Texte imprimé et/ou numérique] / Jeffrey F. HINE, Auteur ; Liliana WAGNER, Auteur ; Rachel GOODE, Auteur ; Verity RODRIGUES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amy WEITLAUF, Auteur ; Zachary WARREN, Auteur . - p.1492-1496.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1492-1496
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Curriculum Humans Internship and Residency Primary Health Care Surveys and Questionnaires autism spectrum disorder primary care resident training interest with respect to research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Most physician preparation programs do not provide enough practical experiences in autism-related care. This is especially true for how to assess for and diagnose autism. Without this training, many pediatricians are not well prepared to implement appropriate care for children with autism and their families. We designed a curriculum to improve training for medical residents that involved explicit hands-on training in diagnostic identification and care coordination for toddlers at risk for autism. We collected data to assess whether our enhanced curriculum led to increased comfort level across recommended practice behaviors. Almost all the residents were able to complete the training within their rotation and our surveys indicated significant increases in residents feeling more comfortable identifying symptoms of autism, providing feedback about diagnostic decisions, and effectively connecting families with services. A significant majority of residents considered it appropriate or very appropriate for children to receive a diagnosis solely from a primary care provider. Our results suggest feasibility of the enhanced model, and this project reflects the first step in advancing incorporation of autism training into pediatric residency programs. En ligne : http://dx.doi.org/10.1177/1362361320984313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 Erratum to: Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) / Ryan E. ADAMS in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
PermalinkExploring Key Physiological System Profiles at Rest and the Association with Depressive Symptoms in Autism Spectrum Disorder / Rachael A. MUSCATELLO in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
PermalinkFactors associated with sustained community employment among adults with autism and co-occurring intellectual disability / W. CHAN in Autism, 22-7 (October 2018)
PermalinkFactors impacting employment for people with autism spectrum disorder: A scoping review / M. SCOTT in Autism, 23-4 (May 2019)
PermalinkFlipping the script: Bringing an organizational perspective to the study of autism at work / T. J. VOGUS in Autism, 22-5 (July 2018)
PermalinkFrequency and Correlates of Service Access Among Youth with Autism Transitioning to Adulthood / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
PermalinkGoal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum / C. E. LEE in Autism, 26-1 (January 2022)
PermalinkHealth profiles of adults with autism spectrum disorder: Differences between women and men / Leann S. DAWALT in Autism Research, 14-9 (September 2021)
PermalinkJob loss predicts worsening depressive symptoms for young adults with autism: A COVID-19 natural experiment / Julie LOUNDS TAYLOR in Autism Research, 15-1 (January 2022)
PermalinkLet’s talk about it: Peer victimization experiences as reported by adolescents with autism spectrum disorder / Marisa H FISHER in Autism, 20-4 (May 2016)
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