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Auteur E. DUKU |
Documents disponibles écrits par cet auteur (17)



Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities / R. TESFAYE in Autism, 23-8 (November 2019)
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[article]
Titre : Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities Type de document : Texte imprimé et/ou numérique Auteurs : R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Mots-clés : Autism disabilities first-person perspective inclusion lived experience participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Autism > 23-8 (November 2019) . - p.1882-1896[article] Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities [Texte imprimé et/ou numérique] / R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur . - p.1882-1896.
Langues : Anglais (eng)
in Autism > 23-8 (November 2019) . - p.1882-1896
Mots-clés : Autism disabilities first-person perspective inclusion lived experience participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children / M. JANUS in Autism Research, 11-3 (March 2018)
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Titre : Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : M. JANUS, Auteur ; E. MAUTI, Auteur ; M. HORNER, Auteur ; E. DUKU, Auteur ; A. SIDDIQUA, Auteur ; S. DAVIES, Auteur Article en page(s) : p.410-420 Langues : Anglais (eng) Mots-clés : Early Development Instrument autism spectrum disorder behavior developmental disabilities kindergarten Index. décimale : PER Périodiques Résumé : Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. En ligne : http://dx.doi.org/10.1002/aur.1904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352
in Autism Research > 11-3 (March 2018) . - p.410-420[article] Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children [Texte imprimé et/ou numérique] / M. JANUS, Auteur ; E. MAUTI, Auteur ; M. HORNER, Auteur ; E. DUKU, Auteur ; A. SIDDIQUA, Auteur ; S. DAVIES, Auteur . - p.410-420.
Langues : Anglais (eng)
in Autism Research > 11-3 (March 2018) . - p.410-420
Mots-clés : Early Development Instrument autism spectrum disorder behavior developmental disabilities kindergarten Index. décimale : PER Périodiques Résumé : Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. En ligne : http://dx.doi.org/10.1002/aur.1904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time / K. T. COST in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time Type de document : Texte imprimé et/ou numérique Auteurs : K. T. COST, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; P. MIRENDA, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; I. M. SMITH, Auteur ; W. J. UNGAR, Auteur ; Connor M. KERNS, Auteur ; Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; S. GEORGIADES, Auteur ; C. WADDELL, Auteur ; M. ELSABBAGH, Auteur ; T. VAILLANCOURT, Auteur Article en page(s) : p.4560-4574 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Checklist Child Child, Preschool Humans Parents Autism spectrum disorder Character traits Children Positive psychology Strengths Index. décimale : PER Périodiques Résumé : This study examined parental perceptions of the character traits of children with autism from early childhood to age 11. Parents (n?=?153) provided descriptions of the "best things" about their children on the Child Behavior Checklist (CBCL) at ages 3-4, 7-8, and 10-11 years. Descriptions were coded using the framework of the Values in Action Classification of Strengths, with additional traits added as needed. Parent-endorsed traits included love, kindness, happiness, and humor in children across all ages and traits such as perseverance as children entered school. Higher CBCL scores were associated with a lower likelihood of endorsement for Humanity traits. Results are congruent with a contemporary neurodiversity perspective that emphasizes strengths and resilience. En ligne : http://dx.doi.org/10.1007/s10803-021-04890-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4560-4574[article] "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time [Texte imprimé et/ou numérique] / K. T. COST, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; P. MIRENDA, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; I. M. SMITH, Auteur ; W. J. UNGAR, Auteur ; Connor M. KERNS, Auteur ; Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; S. GEORGIADES, Auteur ; C. WADDELL, Auteur ; M. ELSABBAGH, Auteur ; T. VAILLANCOURT, Auteur . - p.4560-4574.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4560-4574
Mots-clés : Autism Spectrum Disorder Autistic Disorder Checklist Child Child, Preschool Humans Parents Autism spectrum disorder Character traits Children Positive psychology Strengths Index. décimale : PER Périodiques Résumé : This study examined parental perceptions of the character traits of children with autism from early childhood to age 11. Parents (n?=?153) provided descriptions of the "best things" about their children on the Child Behavior Checklist (CBCL) at ages 3-4, 7-8, and 10-11 years. Descriptions were coded using the framework of the Values in Action Classification of Strengths, with additional traits added as needed. Parent-endorsed traits included love, kindness, happiness, and humor in children across all ages and traits such as perseverance as children entered school. Higher CBCL scores were associated with a lower likelihood of endorsement for Humanity traits. Results are congruent with a contemporary neurodiversity perspective that emphasizes strengths and resilience. En ligne : http://dx.doi.org/10.1007/s10803-021-04890-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Correction to: "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time / K. T. COST in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : Correction to: "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time Type de document : Texte imprimé et/ou numérique Auteurs : K. T. COST, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; P. MIRENDA, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; I. M. SMITH, Auteur ; W. J. UNGAR, Auteur ; Connor M. KERNS, Auteur ; Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; S. GEORGIADES, Auteur ; C. WADDELL, Auteur ; M. ELSABBAGH, Auteur ; T. VAILLANCOURT, Auteur Article en page(s) : p.4575-4576 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05144-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4575-4576[article] Correction to: "Best Things": Parents Describe Their Children with Autism Spectrum Disorder Over Time [Texte imprimé et/ou numérique] / K. T. COST, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; P. MIRENDA, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; I. M. SMITH, Auteur ; W. J. UNGAR, Auteur ; Connor M. KERNS, Auteur ; Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; S. GEORGIADES, Auteur ; C. WADDELL, Auteur ; M. ELSABBAGH, Auteur ; T. VAILLANCOURT, Auteur . - p.4575-4576.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4575-4576
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05144-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Correction to: Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes / A. ZAIDMAN-ZAIT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
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Titre : Correction to: Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : A. ZAIDMAN-ZAIT, Auteur ; P. MIRENDA, Auteur ; P. SZATMARI, Auteur ; E. DUKU, Auteur ; I. M. SMITH, Auteur ; T. VAILLANCOURT, Auteur ; J. VOLDEN, Auteur ; C. WADDELL, Auteur ; Teresa BENNETT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABAGGH, Auteur ; S. GEORGIADES, Auteur ; W. J. UNGAR, Auteur Article en page(s) : p.2077 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The original version of this article unfortunately contained a mistake. En ligne : http://dx.doi.org/10.1007/s10803-018-3498-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2077[article] Correction to: Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes [Texte imprimé et/ou numérique] / A. ZAIDMAN-ZAIT, Auteur ; P. MIRENDA, Auteur ; P. SZATMARI, Auteur ; E. DUKU, Auteur ; I. M. SMITH, Auteur ; T. VAILLANCOURT, Auteur ; J. VOLDEN, Auteur ; C. WADDELL, Auteur ; Teresa BENNETT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABAGGH, Auteur ; S. GEORGIADES, Auteur ; W. J. UNGAR, Auteur . - p.2077.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2077
Index. décimale : PER Périodiques Résumé : The original version of this article unfortunately contained a mistake. En ligne : http://dx.doi.org/10.1007/s10803-018-3498-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 Emerging cognitive profiles in high-risk infants with and without autism spectrum disorder / Jessica BRIAN in Research in Autism Spectrum Disorders, 8-11 (November 2014)
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PermalinkExamining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder / B. DI REZZE in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
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PermalinkEye Tracking Effort Expenditure and Autonomic Arousal to Social and Circumscribed Interest Stimuli in Autism Spectrum Disorder / J. M. TRAYNOR in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
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PermalinkGender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) / O. CONLON in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
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PermalinkLanguage Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles / Teresa BENNETT in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
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PermalinkNon-verbal IQ and change in restricted and repetitive behavior throughout childhood in autism: a longitudinal study using the Autism Diagnostic Interview-Revised / V. COURCHESNE in Molecular Autism, 12 (2021)
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PermalinkPilot randomized controlled trial of a Functional Behavior Skills Training program for young children with Autism Spectrum Disorder who have significant early learning skill impairments and their families / J. REITZEL in Research in Autism Spectrum Disorders, 7-11 (November 2013)
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PermalinkProfiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes / A. ZAIDMAN-ZAIT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
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PermalinkPsychometric Properties of the Spence Children's Anxiety Scale: Parent Report in Children with Autism Spectrum Disorder / K. JITLINA in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
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PermalinkSymptom trajectories in the first 18 months and autism risk in a prospective high-risk cohort / Lonnie ZWAIGENBAUM in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)
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