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Auteur Cheryl DISSANAYAKE |
Documents disponibles écrits par cet auteur (78)
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Change in Autism Diagnoses Prior to and Following the Introduction of DSM-5 / Catherine A BENT in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
[article]
Titre : Change in Autism Diagnoses Prior to and Following the Introduction of DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Catherine A BENT, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.163-171 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Asperger’s disorder DSM-5 Diagnosis Incidence Age of diagnosis Index. décimale : PER Périodiques Résumé : Change over time in the age and number of children registered for autism-specific funding was examined, prior to and following introduction of the revised diagnostic criteria (the Diagnostic and Statistical Manual of Mental Disorders—fifth edition; DSM-5). De-identified data for 32,199 children aged under 7 years between 2010 and 2015 was utilised. Fluctuations were evident in the frequency and age of diagnoses, with slight increases in age of diagnosis corresponding with increases in frequency of diagnoses. The incidence of autism increased from 2010 to 2013, and then plateaued to 2015. A significant trend-relative reduction in the number of children registered to receive autism-specific funding was evident post 2013, suggesting the more stringent DSM-5 criteria may have curbed the trend of increasing diagnoses over time. En ligne : http://dx.doi.org/10.1007/s10803-016-2942-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.163-171[article] Change in Autism Diagnoses Prior to and Following the Introduction of DSM-5 [Texte imprimé et/ou numérique] / Catherine A BENT, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.163-171.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.163-171
Mots-clés : Autism spectrum disorder Asperger’s disorder DSM-5 Diagnosis Incidence Age of diagnosis Index. décimale : PER Périodiques Résumé : Change over time in the age and number of children registered for autism-specific funding was examined, prior to and following introduction of the revised diagnostic criteria (the Diagnostic and Statistical Manual of Mental Disorders—fifth edition; DSM-5). De-identified data for 32,199 children aged under 7 years between 2010 and 2015 was utilised. Fluctuations were evident in the frequency and age of diagnoses, with slight increases in age of diagnosis corresponding with increases in frequency of diagnoses. The incidence of autism increased from 2010 to 2013, and then plateaued to 2015. A significant trend-relative reduction in the number of children registered to receive autism-specific funding was evident post 2013, suggesting the more stringent DSM-5 criteria may have curbed the trend of increasing diagnoses over time. En ligne : http://dx.doi.org/10.1007/s10803-016-2942-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Changes in Knowledge on the Signs of Autism in Young Children (11-30 Months) among Female Community Health Volunteers in Nepal / R. SHRESTHA in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
[article]
Titre : Changes in Knowledge on the Signs of Autism in Young Children (11-30 Months) among Female Community Health Volunteers in Nepal Type de document : Texte imprimé et/ou numérique Auteurs : R. SHRESTHA, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.219-239 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Child, Preschool Community Health Workers Female Humans Nepal Public Health Volunteers Autism Developmental surveillance Early markers Knowledge Training Index. décimale : PER Périodiques Résumé : Nepalese Female Community Health Volunteers' (FCHVs) knowledge on social attention and communication development and the early signs of autism was evaluated before, immediately after, and 12-months following training on typical and atypical social-communicative development in infants/toddlers, early signs of autism, and monitoring of key "markers" of autism using Social Attention and Communication Surveillance. FCHVs (N?=?60) significantly improved their knowledge about autism and reported increased perceived confidence in monitoring and referring young children at high likelihood of autism following training, which was sustained one year later. FCHVs also reported a positive impact of training on their work. These findings indicate the effectiveness of training in improving FCHVs' knowledge and perceived confidence to monitor and refer young children at high likelihood of autism. En ligne : http://dx.doi.org/10.1007/s10803-021-04944-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.219-239[article] Changes in Knowledge on the Signs of Autism in Young Children (11-30 Months) among Female Community Health Volunteers in Nepal [Texte imprimé et/ou numérique] / R. SHRESTHA, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.219-239.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.219-239
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Child, Preschool Community Health Workers Female Humans Nepal Public Health Volunteers Autism Developmental surveillance Early markers Knowledge Training Index. décimale : PER Périodiques Résumé : Nepalese Female Community Health Volunteers' (FCHVs) knowledge on social attention and communication development and the early signs of autism was evaluated before, immediately after, and 12-months following training on typical and atypical social-communicative development in infants/toddlers, early signs of autism, and monitoring of key "markers" of autism using Social Attention and Communication Surveillance. FCHVs (N?=?60) significantly improved their knowledge about autism and reported increased perceived confidence in monitoring and referring young children at high likelihood of autism following training, which was sustained one year later. FCHVs also reported a positive impact of training on their work. These findings indicate the effectiveness of training in improving FCHVs' knowledge and perceived confidence to monitor and refer young children at high likelihood of autism. En ligne : http://dx.doi.org/10.1007/s10803-021-04944-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)
[article]
Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-11 (November 2022) . - p.2200-2209[article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209.
Langues : Anglais (eng)
in Autism Research > 15-11 (November 2022) . - p.2200-2209
Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder / David TREMBATH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Rebecca SUTHERLAND, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Sheena REILLY, Auteur ; Veronica ROSE, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur Article en page(s) : p.564-575 Langues : Anglais (eng) Mots-clés : Autism Communication Minimally verbal Predictor Speech pathology Index. décimale : PER Périodiques Résumé : Our aim was to explore insights from clinical practice that may inform efforts to understand and account for factors that predict spoken language outcomes for children with Autism Spectrum Disorder who use minimal verbal language. We used a qualitative design involving three focus groups with 14 speech pathologists to explore their views and experiences. Using the Framework Method of analysis, we identified 9 themes accounting for 183 different participant references to potential factors. Participants highlighted the relevance of clusters of fine-grained social, communication, and learning behaviours, including novel insights into prelinguistic vocal behaviours. The participants suggested the potential value of dynamic assessment in predicting spoken language outcomes. The findings can inform efforts to developing clinically relevant methods for predicting children's communication outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04550-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.564-575[article] Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Rebecca SUTHERLAND, Auteur ; Teena CAITHNESS, Auteur ; Cheryl DISSANAYAKE, Auteur ; Valsamma EAPEN, Auteur ; Kathryn FORDYCE, Auteur ; Grace FROST, Auteur ; Teresa IACONO, Auteur ; Nicole MAHLER, Auteur ; Anne MASI, Auteur ; Jessica PAYNTER, Auteur ; Katherine PYE, Auteur ; Sheena REILLY, Auteur ; Veronica ROSE, Auteur ; Stephanie SIEVERS, Auteur ; Abirami THIRUMANICKAM, Auteur ; Marleen F. WESTERVELD, Auteur ; Madonna TUCKER, Auteur . - p.564-575.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.564-575
Mots-clés : Autism Communication Minimally verbal Predictor Speech pathology Index. décimale : PER Périodiques Résumé : Our aim was to explore insights from clinical practice that may inform efforts to understand and account for factors that predict spoken language outcomes for children with Autism Spectrum Disorder who use minimal verbal language. We used a qualitative design involving three focus groups with 14 speech pathologists to explore their views and experiences. Using the Framework Method of analysis, we identified 9 themes accounting for 183 different participant references to potential factors. Participants highlighted the relevance of clusters of fine-grained social, communication, and learning behaviours, including novel insights into prelinguistic vocal behaviours. The participants suggested the potential value of dynamic assessment in predicting spoken language outcomes. The findings can inform efforts to developing clinically relevant methods for predicting children's communication outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04550-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Cognitive and behavioral differences in toddlers with autism spectrum disorder from multiplex and simplex families / Cheryl DISSANAYAKE in Autism Research, 12-4 (April 2019)
[article]
Titre : Cognitive and behavioral differences in toddlers with autism spectrum disorder from multiplex and simplex families Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl DISSANAYAKE, Auteur ; J. SEARLES, Auteur ; Josephine BARBARO, Auteur ; N. SADKA, Auteur ; L. P. LAWSON, Auteur Article en page(s) : p.682-693 Langues : Anglais (eng) Mots-clés : autism autism symptoms cognition multiplex simplex toddlers Index. décimale : PER Périodiques Résumé : Prospective, longitudinal designs utilizing "high-risk" infant siblings of children diagnosed with Autism Spectrum Disorder (ASD-sibs) have provided unique and valuable insights regarding the early ASD phenotype. However, it remains unclear whether these cases are representative of all children with ASD. The objective in the present study was to investigate whether the early development of toddlers with ASD from multiplex (MPX) families, who have an affected older sibling, is similar or different to toddlers with ASD from simplex (SPX) families, where there is no affected sibling. A further aim was to examine patterns of association between autism symptom severity and cognitive functioning within each group to inform possible mechanisms for group similarities/differences. Behavioral and cognitive assessment data from a sample of toddlers with ASD was utilized, comprising 45 MPX, 127 first-born SPX, and 72 later-born SPX toddlers. Participants in the MPX group had significantly higher developmental quotients on the Mullen Scales of Early Learning compared to those in the SPX groups, who did not differ from each other. However, all three groups were similar on their autism severity scores (measured using the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview), and the pattern of relationships between cognitive ability and autism symptom severity. The results suggest that caution be exercised in generalizing findings from ASD-sib samples to other samples of children with ASD. The higher cognitive abilities in the MPX group, in addition to biological differences, may also be an outcome of family environmental factors, which deserves further investigation. Autism Research 2019, 12: 682-693. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We sought to establish whether toddlers with autism from families where there is more than one affected child, called multiplex families, are different to children from simplex families, where there is only one affected child, and no other members within the immediate family with an autism diagnosis. We found that while toddlers from multiplex families were similar to those from simplex families in their autism symptoms, they were more developmentally advanced than children in the latter group. En ligne : https://dx.doi.org/10.1002/aur.2074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Autism Research > 12-4 (April 2019) . - p.682-693[article] Cognitive and behavioral differences in toddlers with autism spectrum disorder from multiplex and simplex families [Texte imprimé et/ou numérique] / Cheryl DISSANAYAKE, Auteur ; J. SEARLES, Auteur ; Josephine BARBARO, Auteur ; N. SADKA, Auteur ; L. P. LAWSON, Auteur . - p.682-693.
Langues : Anglais (eng)
in Autism Research > 12-4 (April 2019) . - p.682-693
Mots-clés : autism autism symptoms cognition multiplex simplex toddlers Index. décimale : PER Périodiques Résumé : Prospective, longitudinal designs utilizing "high-risk" infant siblings of children diagnosed with Autism Spectrum Disorder (ASD-sibs) have provided unique and valuable insights regarding the early ASD phenotype. However, it remains unclear whether these cases are representative of all children with ASD. The objective in the present study was to investigate whether the early development of toddlers with ASD from multiplex (MPX) families, who have an affected older sibling, is similar or different to toddlers with ASD from simplex (SPX) families, where there is no affected sibling. A further aim was to examine patterns of association between autism symptom severity and cognitive functioning within each group to inform possible mechanisms for group similarities/differences. Behavioral and cognitive assessment data from a sample of toddlers with ASD was utilized, comprising 45 MPX, 127 first-born SPX, and 72 later-born SPX toddlers. Participants in the MPX group had significantly higher developmental quotients on the Mullen Scales of Early Learning compared to those in the SPX groups, who did not differ from each other. However, all three groups were similar on their autism severity scores (measured using the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview), and the pattern of relationships between cognitive ability and autism symptom severity. The results suggest that caution be exercised in generalizing findings from ASD-sib samples to other samples of children with ASD. The higher cognitive abilities in the MPX group, in addition to biological differences, may also be an outcome of family environmental factors, which deserves further investigation. Autism Research 2019, 12: 682-693. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We sought to establish whether toddlers with autism from families where there is more than one affected child, called multiplex families, are different to children from simplex families, where there is only one affected child, and no other members within the immediate family with an autism diagnosis. We found that while toddlers from multiplex families were similar to those from simplex families in their autism symptoms, they were more developmentally advanced than children in the latter group. En ligne : https://dx.doi.org/10.1002/aur.2074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 A Comparative Study of the Use and Understanding of Self-Presentational Display Rules in Children with High Functioning Autism and Asperger’s Disorder / Josephine BARBARO in Journal of Autism and Developmental Disorders, 37-7 (August 2007)
PermalinkComparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / J. SMITH in Autism, 25-6 (August 2021)
PermalinkComparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia / Jodie SMITH in Autism, 26-6 (August 2022)
PermalinkA conceptual model of risk and protective factors for autistic burnout / Jane MANTZALAS in Autism Research, 15-6 (June 2022)
PermalinkContinuity and Change in Cognition and Autism Severity from Toddlerhood to School Age / Megan L. E. CLARK in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
PermalinkContinuity of temperament subgroup classifications from infancy to toddlerhood in the context of early autism traits / Lacey CHETCUTI in Autism Research, 16-3 (March 2023)
PermalinkCorrection to: Spoken Language Change in Children on the Autism Spectrum Receiving Community-Based Interventions / David TREMBATH ; Matt Stainer ; Teena CAITHNESS ; Cheryl DISSANAYAKE ; Valsamma EAPEN ; Kathryn FORDYCE ; Veronica FREWER ; Grace FROST ; Kristelle HUDRY ; Teresa IACONO ; Nicole MAHLER ; Anne MASI ; Jessica PAYNTER ; Katherine PYE ; Shannon Quan ; Leanne Shellshear ; Rebecca SUTHERLAND ; Stephanie SIEVERS ; Abirami THIRUMANICKAM ; Marleen F. WESTERVELD ; Madonna TUCKER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)
PermalinkDelayed video self-recognition in children with high Vo functioning autism and Asperger’s disorder / Cheryl DISSANAYAKE in Autism, 14-5 (September 2010)
PermalinkDevelopmental delays in emotion regulation strategies in preschoolers with autism / Heather J. NUSKE in Autism Research, 10-11 (November 2017)
PermalinkDevelopmental Profiles of Infants and Toddlers with Autism Spectrum Disorders Identified Prospectively in a Community-Based Setting / Josephine BARBARO in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
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