Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179 Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups  autism spectrum disorders  inclusion  peer relationships  teacher child relationship  social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur . - p.171-179. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179 Mots-clés : Social skills groups  autism spectrum disorders  inclusion  peer relationships  teacher child relationship  social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Factor structure and psychometric properties of the revised Home Situations Questionnaire for autism spectrum disorder: The Home Situations Questionnaire-Autism Spectrum Disorder / Monali CHOWDHURY in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.528-537 Titre : Factor structure and psychometric properties of the revised Home Situations Questionnaire for autism spectrum disorder: The Home Situations Questionnaire-Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Monali CHOWDHURY, Auteur ; Michael G. AMAN, Auteur ; Luc LECAVALIER, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur ; Naomi SWIEZY, Auteur ; James T MCCRACKEN, Auteur ; Bryan KING, Auteur ; Christopher J MCDOUGLE, Auteur ; Karen E. BEARSS, Auteur ; Yanhong DENG, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.528-537 Langues : Anglais (eng) Mots-clés : non-compliance  psychometric properties Index. décimale : PER Périodiques Résumé : Previously, we adapted the Home Situations Questionnaire to measure behavioral non-compliance in everyday settings in children with pervasive developmental disorders. In this study, we further revised this instrument for use in autism spectrum disorder and examined its psychometric properties (referred to as the Home Situations Questionnaire-Autism Spectrum Disorder). To cover a broader range of situations and improve reliability, we prepared seven new items describing situations in which children with autism spectrum disorder might display non-compliance. Parents completed ratings of 242 children with autism spectrum disorder with accompanying disruptive behaviors (ages 4–14?years) participating in one of two randomized clinical trials. Results from an exploratory factor analysis indicated that the Home Situations Questionnaire-Autism Spectrum Disorder consists of two 12-item factors: Socially Inflexible (??=?0.84) and Demand Specific (??=?0.89). One-to-two-week test–retest reliability was statistically significant for all scored items and also for subscale totals. The pattern of correspondence between the Home Situations Questionnaire-Autism Spectrum Disorder and parent-rated problem behavior, clinician-rated repetitive behavior, adaptive behavior, and IQ provided evidence for concurrent and divergent validity of the Home Situations Questionnaire-Autism Spectrum Disorder. Overall, the results suggest that the Home Situations Questionnaire-Autism Spectrum Disorder is an adequate measure for assessing non-compliance in a variety of situations in this population, and use of its two subscales will likely provide a more refined interpretation of ratings. En ligne : http://dx.doi.org/10.1177/1362361315593941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Factor structure and psychometric properties of the revised Home Situations Questionnaire for autism spectrum disorder: The Home Situations Questionnaire-Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Monali CHOWDHURY, Auteur ; Michael G. AMAN, Auteur ; Luc LECAVALIER, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur ; Naomi SWIEZY, Auteur ; James T MCCRACKEN, Auteur ; Bryan KING, Auteur ; Christopher J MCDOUGLE, Auteur ; Karen E. BEARSS, Auteur ; Yanhong DENG, Auteur ; Lawrence SCAHILL, Auteur . - p.528-537. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.528-537 Mots-clés : non-compliance  psychometric properties Index. décimale : PER Périodiques Résumé : Previously, we adapted the Home Situations Questionnaire to measure behavioral non-compliance in everyday settings in children with pervasive developmental disorders. In this study, we further revised this instrument for use in autism spectrum disorder and examined its psychometric properties (referred to as the Home Situations Questionnaire-Autism Spectrum Disorder). To cover a broader range of situations and improve reliability, we prepared seven new items describing situations in which children with autism spectrum disorder might display non-compliance. Parents completed ratings of 242 children with autism spectrum disorder with accompanying disruptive behaviors (ages 4–14?years) participating in one of two randomized clinical trials. Results from an exploratory factor analysis indicated that the Home Situations Questionnaire-Autism Spectrum Disorder consists of two 12-item factors: Socially Inflexible (??=?0.84) and Demand Specific (??=?0.89). One-to-two-week test–retest reliability was statistically significant for all scored items and also for subscale totals. The pattern of correspondence between the Home Situations Questionnaire-Autism Spectrum Disorder and parent-rated problem behavior, clinician-rated repetitive behavior, adaptive behavior, and IQ provided evidence for concurrent and divergent validity of the Home Situations Questionnaire-Autism Spectrum Disorder. Overall, the results suggest that the Home Situations Questionnaire-Autism Spectrum Disorder is an adequate measure for assessing non-compliance in a variety of situations in this population, and use of its two subscales will likely provide a more refined interpretation of ratings. En ligne : http://dx.doi.org/10.1177/1362361315593941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders / Lindsey STERLING in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.320-331 Titre : Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lindsey STERLING, Auteur ; Jeffrey MUNSON, Auteur ; Annette ESTES, Auteur ; Michael MURIAS, Auteur ; Sara Jane WEBB, Auteur ; Bryan KING, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.320-331 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  anxiety  startle response  amygdala Index. décimale : PER Périodiques Résumé : It has been suggested that atypical amygdala function contributes to the social impairments characteristic of autism spectrum disorders (ASDs). Previous research has demonstrated that adolescents and adults with ASD generate normal response during a fear-potentiated startle paradigm, suggesting this aspect of amygdala function is intact and may not account for the social dysfunction associated with the condition. The amygdala also plays a crucial role in the expression of anxiety and may contribute to high rates of reported anxiety in individuals with ASD. The present study partially replicates prior work by examining the fear-potentiated startle response in adolescents with ASD, and extends this to investigate the relationship between startle response and anxiety. Eyeblink magnitude and latency (electromyographic activity; EMG) were collected from 20 adolescents with ASD and 19 typically developing (TD) age-matched adolescents during a fear-potentiated startle paradigm. Parent-report and self-report of anxiety and additional psychiatric symptoms were collected. Parental reports indicated higher rates of associated psychopathology in adolescents with ASD compared with TD adolescents. Consistent with previous results, both groups showed normal potentiated startle response, and no group differences in EMG were found. Symptoms of anxiety and level of social impairment were unrelated to startle response. These findings held for all levels of anxiety, suggesting that within the context of the fear-potentiated startle paradigm, amygdala response is not associated with degree of atypical social or emotional functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.1289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lindsey STERLING, Auteur ; Jeffrey MUNSON, Auteur ; Annette ESTES, Auteur ; Michael MURIAS, Auteur ; Sara Jane WEBB, Auteur ; Bryan KING, Auteur ; Geraldine DAWSON, Auteur . - p.320-331. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.320-331 Mots-clés : autism spectrum disorders  anxiety  startle response  amygdala Index. décimale : PER Périodiques Résumé : It has been suggested that atypical amygdala function contributes to the social impairments characteristic of autism spectrum disorders (ASDs). Previous research has demonstrated that adolescents and adults with ASD generate normal response during a fear-potentiated startle paradigm, suggesting this aspect of amygdala function is intact and may not account for the social dysfunction associated with the condition. The amygdala also plays a crucial role in the expression of anxiety and may contribute to high rates of reported anxiety in individuals with ASD. The present study partially replicates prior work by examining the fear-potentiated startle response in adolescents with ASD, and extends this to investigate the relationship between startle response and anxiety. Eyeblink magnitude and latency (electromyographic activity; EMG) were collected from 20 adolescents with ASD and 19 typically developing (TD) age-matched adolescents during a fear-potentiated startle paradigm. Parent-report and self-report of anxiety and additional psychiatric symptoms were collected. Parental reports indicated higher rates of associated psychopathology in adolescents with ASD compared with TD adolescents. Consistent with previous results, both groups showed normal potentiated startle response, and no group differences in EMG were found. Symptoms of anxiety and level of social impairment were unrelated to startle response. These findings held for all levels of anxiety, suggesting that within the context of the fear-potentiated startle paradigm, amygdala response is not associated with degree of atypical social or emotional functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.1289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225 Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender  autism spectrum disorders  inclusion  schools  peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225 Mots-clés : Gender  autism spectrum disorders  inclusion  schools  peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder / Themba CARR in Autism, 20-6 (August 2016)  

Public ISBD [article]  inAutism > 20-6 (August 2016) . - p.643-652 Titre : The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Themba CARR, Auteur ; Wendy SHIH, Auteur ; Kathy LAWTON, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur ; Connie KASARI, Auteur Article en page(s) : p.643-652 Langues : Anglais (eng) Mots-clés : adherence  attendance  autism  caregiver-mediated intervention  under-resourced families Index. décimale : PER Périodiques Résumé : Rates of participation in intervention research have not been extensively studied within autism spectrum disorder. Such research is important given the benefit of early intervention on long-term prognosis for children with autism spectrum disorder. The goals of this study were to examine how family demographic factors predicted treatment attendance and adherence in a caregiver-mediated randomized controlled trial targeting core deficits of autism spectrum disorder, and whether treatment attendance and adherence predicted outcome. In all, 147 caregiver–child dyads from a low-resourced population were randomized to in-home caregiver-mediated module or group-based caregiver education module treatment. Treatment attendance, adherence, and outcome (time spent in joint engagement) were the primary outcome variables. The majority of families who entered treatment (N?=?87) maintained good attendance. Attendance was significantly predicted by socioeconomic status, site, and treatment condition. Families in caregiver-mediated module reported lower levels of treatment adherence, which was significantly predicted by site, condition, caregiver stress, and child nonverbal intelligence quotient. Dyads in caregiver-mediated module had significantly longer interactions of joint engagement, which was significantly predicted by an interaction between treatment attendance and condition. Overall, the results from this study stress the importance of considering demographic variables in research design when considering barriers to treatment attendance and adherence. En ligne : http://dx.doi.org/10.1177/1362361315598634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] The relationship between treatment attendance, adherence, and outcome in a caregiver-mediated intervention for low-resourced families of young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Themba CARR, Auteur ; Wendy SHIH, Auteur ; Kathy LAWTON, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur ; Connie KASARI, Auteur . - p.643-652. Langues : Anglais (eng) in Autism > 20-6 (August 2016) . - p.643-652 Mots-clés : adherence  attendance  autism  caregiver-mediated intervention  under-resourced families Index. décimale : PER Périodiques Résumé : Rates of participation in intervention research have not been extensively studied within autism spectrum disorder. Such research is important given the benefit of early intervention on long-term prognosis for children with autism spectrum disorder. The goals of this study were to examine how family demographic factors predicted treatment attendance and adherence in a caregiver-mediated randomized controlled trial targeting core deficits of autism spectrum disorder, and whether treatment attendance and adherence predicted outcome. In all, 147 caregiver–child dyads from a low-resourced population were randomized to in-home caregiver-mediated module or group-based caregiver education module treatment. Treatment attendance, adherence, and outcome (time spent in joint engagement) were the primary outcome variables. The majority of families who entered treatment (N?=?87) maintained good attendance. Attendance was significantly predicted by socioeconomic status, site, and treatment condition. Families in caregiver-mediated module reported lower levels of treatment adherence, which was significantly predicted by site, condition, caregiver stress, and child nonverbal intelligence quotient. Dyads in caregiver-mediated module had significantly longer interactions of joint engagement, which was significantly predicted by an interaction between treatment attendance and condition. Overall, the results from this study stress the importance of considering demographic variables in research design when considering barriers to treatment attendance and adherence. En ligne : http://dx.doi.org/10.1177/1362361315598634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

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