Attitudes of the autism community to early autism research / Sue FLETCHER-WATSON in Autism, 21-1 (January 2017)  

Public ISBD [article]  inAutism > 21-1 (January 2017) . - p.61-74 Titre : Attitudes of the autism community to early autism research Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Fabio APICELLA, Auteur ; Bonnie AUYEUNG, Auteur ; Št?pánka BERANOVÁ, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Tony CHARMAN, Auteur ; Natasha CHERICONI, Auteur ; Inês C CONCEIÇÃO, Auteur ; Kim DAVIES, Auteur ; Teresa FARRONI, Auteur ; Marie GOMOT, Auteur ; Emily JONES, Auteur ; Anett KAALE, Auteur ; Katarzyna KAPICA, Auteur ; Rafal KAWA, Auteur ; Anneli KYLLIAINEN, Auteur ; Kenneth LARSEN, Auteur ; Jeremy LEFORT-BESNARD, Auteur ; Joëlle MALVY, Auteur ; Sara DIOS MANSO DE, Auteur ; Silvana MARKOVSKA-SIMOSKA, Auteur ; Inbal MILLO, Auteur ; Natercia MIRANDA, Auteur ; Greg PASCO, Auteur ; Ewa PISULA, Auteur ; Marija RALEVA, Auteur ; Bernadette ROGE, Auteur ; Erica SALOMONE, Auteur ; Synnve SCHJØLBERG, Auteur ; Przemys?aw TOMALSKI, Auteur ; Astrid M VICENTE, Auteur ; Nurit YIRMIYA, Auteur Article en page(s) : p.61-74 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  development  ethics  infancy  public engagement Index. décimale : PER Périodiques Résumé : Investigation into the earliest signs of autism in infants has become a significant sub-field of autism research. This work invokes specific ethical concerns such as use of ‘at-risk’ language, communicating study findings to parents and the future perspective of enrolled infants when they reach adulthood. This study aimed to ground this research field in an understanding of the perspectives of members of the autism community. Following focus groups to identify topics, an online survey was distributed to autistic adults, parents of children with autism and practitioners in health and education settings across 11 European countries. Survey respondents (n?=?2317) were positively disposed towards early autism research, and there was significant overlap in their priorities for the field and preferred language to describe infant research participants. However, there were also differences including overall less favourable endorsement of early autism research by autistic adults relative to other groups and a dislike of the phrase ‘at-risk’ to describe infant participants, in all groups except healthcare practitioners. The findings overall indicate that the autism community in Europe is supportive of early autism research. Researchers should endeavour to maintain this by continuing to take community perspectives into account. En ligne : http://dx.doi.org/10.1177/1362361315626577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Attitudes of the autism community to early autism research [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Fabio APICELLA, Auteur ; Bonnie AUYEUNG, Auteur ; Št?pánka BERANOVÁ, Auteur ; Frédérique BONNET-BRILHAULT, Auteur ; Ricardo CANAL-BEDIA, Auteur ; Tony CHARMAN, Auteur ; Natasha CHERICONI, Auteur ; Inês C CONCEIÇÃO, Auteur ; Kim DAVIES, Auteur ; Teresa FARRONI, Auteur ; Marie GOMOT, Auteur ; Emily JONES, Auteur ; Anett KAALE, Auteur ; Katarzyna KAPICA, Auteur ; Rafal KAWA, Auteur ; Anneli KYLLIAINEN, Auteur ; Kenneth LARSEN, Auteur ; Jeremy LEFORT-BESNARD, Auteur ; Joëlle MALVY, Auteur ; Sara DIOS MANSO DE, Auteur ; Silvana MARKOVSKA-SIMOSKA, Auteur ; Inbal MILLO, Auteur ; Natercia MIRANDA, Auteur ; Greg PASCO, Auteur ; Ewa PISULA, Auteur ; Marija RALEVA, Auteur ; Bernadette ROGE, Auteur ; Erica SALOMONE, Auteur ; Synnve SCHJØLBERG, Auteur ; Przemys?aw TOMALSKI, Auteur ; Astrid M VICENTE, Auteur ; Nurit YIRMIYA, Auteur . - p.61-74. Langues : Anglais (eng) in Autism > 21-1 (January 2017) . - p.61-74 Mots-clés : autism spectrum disorder  development  ethics  infancy  public engagement Index. décimale : PER Périodiques Résumé : Investigation into the earliest signs of autism in infants has become a significant sub-field of autism research. This work invokes specific ethical concerns such as use of ‘at-risk’ language, communicating study findings to parents and the future perspective of enrolled infants when they reach adulthood. This study aimed to ground this research field in an understanding of the perspectives of members of the autism community. Following focus groups to identify topics, an online survey was distributed to autistic adults, parents of children with autism and practitioners in health and education settings across 11 European countries. Survey respondents (n?=?2317) were positively disposed towards early autism research, and there was significant overlap in their priorities for the field and preferred language to describe infant research participants. However, there were also differences including overall less favourable endorsement of early autism research by autistic adults relative to other groups and a dislike of the phrase ‘at-risk’ to describe infant participants, in all groups except healthcare practitioners. The findings overall indicate that the autism community in Europe is supportive of early autism research. Researchers should endeavour to maintain this by continuing to take community perspectives into account. En ligne : http://dx.doi.org/10.1177/1362361315626577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Inter-rater reliability of parent and preschool teacher ratings of language in children with autism / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1391-1396 Titre : Inter-rater reliability of parent and preschool teacher ratings of language in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur Article en page(s) : p.1391-1396 Langues : Anglais (eng) Mots-clés : Language  Autism  Inter-rater reliability  MacArthur CDI  Parents  Preschool teachers Index. décimale : PER Périodiques Résumé : Abstract Parent reports such as MacArthur-Bates Communicative Development Inventories (CDIs) have been suggested as a measure of language in young children with autism since this group often score below base levels of direct tests. However, questions have been raised concerning the reliability of report-based assessments. Parents and preschool teachers filled out the CDI–Words amp; Gestures for 55 children diagnosed with autistic disorder. Inter-rater reliability analyses were done for the whole sample and a subgroup of minimally verbal children (n = 28). Further, potential over- or under-estimation, comparing the raters was analyzed. Results suggested excellent to fair inter-rater reliability between parent and preschool teacher. Parents tended to rate the children slightly higher than preschool teachers. However, the differences were small, and most likely due to contextual variations. These findings suggest that parents can be reliable sources of information about language abilities in children with autism. Therefore, when children are difficult to assess through direct tests, parent reports such as the CDI can be a good alternative. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Inter-rater reliability of parent and preschool teacher ratings of language in children with autism [Texte imprimé et/ou numérique] / Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur . - p.1391-1396. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1391-1396 Mots-clés : Language  Autism  Inter-rater reliability  MacArthur CDI  Parents  Preschool teachers Index. décimale : PER Périodiques Résumé : Abstract Parent reports such as MacArthur-Bates Communicative Development Inventories (CDIs) have been suggested as a measure of language in young children with autism since this group often score below base levels of direct tests. However, questions have been raised concerning the reliability of report-based assessments. Parents and preschool teachers filled out the CDI–Words amp; Gestures for 55 children diagnosed with autistic disorder. Inter-rater reliability analyses were done for the whole sample and a subgroup of minimally verbal children (n = 28). Further, potential over- or under-estimation, comparing the raters was analyzed. Results suggested excellent to fair inter-rater reliability between parent and preschool teacher. Parents tended to rate the children slightly higher than preschool teachers. However, the differences were small, and most likely due to contextual variations. These findings suggest that parents can be reliable sources of information about language abilities in children with autism. Therefore, when children are difficult to assess through direct tests, parent reports such as the CDI can be a good alternative. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1100-1106 Titre : Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests Type de document : Texte imprimé et/ou numérique Auteurs : Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur Article en page(s) : p.1100-1106 Langues : Anglais (eng) Mots-clés : Language assessment  ASD  Concurrent validity  Reynell Developmental Language Scales  Mullen Scales of Early Learning  Communicative Development Inventory Index. décimale : PER Périodiques Résumé : Abstract Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests [Texte imprimé et/ou numérique] / Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur . - p.1100-1106. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1100-1106 Mots-clés : Language assessment  ASD  Concurrent validity  Reynell Developmental Language Scales  Mullen Scales of Early Learning  Communicative Development Inventory Index. décimale : PER Périodiques Résumé : Abstract Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

A randomized controlled trial of preschool-based joint attention intervention for children with autism / Anett KAALE in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.97-105 Titre : A randomized controlled trial of preschool-based joint attention intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Anett KAALE, Auteur ; Lars SMITH, Auteur ; Eili SPONHEIM, Auteur Année de publication : 2012 Article en page(s) : p.97-105 Langues : Anglais (eng) Mots-clés : Autism  joint attention  joint engagement  intervention  preschool  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background:  Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim:  Assess the effects of a preschool-based JA-intervention. Methods:  61 children (48 males) with autistic disorder (29–60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher–child and mother–child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results:  Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions:  This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02450.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] A randomized controlled trial of preschool-based joint attention intervention for children with autism [Texte imprimé et/ou numérique] / Anett KAALE, Auteur ; Lars SMITH, Auteur ; Eili SPONHEIM, Auteur . - 2012 . - p.97-105. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.97-105 Mots-clés : Autism  joint attention  joint engagement  intervention  preschool  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background:  Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim:  Assess the effects of a preschool-based JA-intervention. Methods:  61 children (48 males) with autistic disorder (29–60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher–child and mother–child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results:  Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions:  This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02450.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Relations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 29-30 (September–October 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 29-30 (September–October 2016) . - p.19-29 Titre : Relations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anders NORDAHL-HANSEN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Helen MCCONACHIE, Auteur ; Anett KAALE, Auteur Article en page(s) : p.19-29 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Social communication  Treatment  Intervention  Outcome measures  Brief observation of social communication change (BOSCC)  Children  Joint engagement Index. décimale : PER Périodiques Résumé : Abstract Assessment of relevant outcomes is a key challenge in evaluating effects of social-communication interventions. However, few studies have investigated in what ways specific and more global measures may influence reported results of social-communication interventions for children with autism spectrum disorder (ASD). In this study both a specific and a global, more global autism symptom measure were used to assess effects of a brief social-communication intervention. Fifty-nine children (2–4 years) diagnosed with autistic disorder were assessed with the Joint Engagement (JE) states coding procedure and a preliminary version of the Brief Observation of Social Communication Change (BOSCC). A statistically significant difference was found between intervention and control groups from baseline to intervention endpoint on JE but not on BOSCC. Degree of change on the measures was moderately related, and both were independent of language level and non-verbal mental age. This study adds to the knowledge of what may be expected of different outcome measures and provides suggestions to how measures may be deployed to investigate underlying mechanisms and developmental pathways. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Relations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Anders NORDAHL-HANSEN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Helen MCCONACHIE, Auteur ; Anett KAALE, Auteur . - p.19-29. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 29-30 (September–October 2016) . - p.19-29 Mots-clés : Autism spectrum disorders  Social communication  Treatment  Intervention  Outcome measures  Brief observation of social communication change (BOSCC)  Children  Joint engagement Index. décimale : PER Périodiques Résumé : Abstract Assessment of relevant outcomes is a key challenge in evaluating effects of social-communication interventions. However, few studies have investigated in what ways specific and more global measures may influence reported results of social-communication interventions for children with autism spectrum disorder (ASD). In this study both a specific and a global, more global autism symptom measure were used to assess effects of a brief social-communication intervention. Fifty-nine children (2–4 years) diagnosed with autistic disorder were assessed with the Joint Engagement (JE) states coding procedure and a preliminary version of the Brief Observation of Social Communication Change (BOSCC). A statistically significant difference was found between intervention and control groups from baseline to intervention endpoint on JE but not on BOSCC. Degree of change on the measures was moderately related, and both were independent of language level and non-verbal mental age. This study adds to the knowledge of what may be expected of different outcome measures and provides suggestions to how measures may be deployed to investigate underlying mechanisms and developmental pathways. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Sex as a Moderator Between Parent Ratings of Executive Dysfunction and Social Difficulties in Children and Adolescents with Autism Spectrum Disorder / Tonje TORSKE in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

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Use of early intervention for young children with autism spectrum disorder across Europe / Erica SALOMONE in Autism, 20-2 (February 2016)  

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