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Auteur M. JANUS |
Documents disponibles écrits par cet auteur (2)
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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)
[article]
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 Language 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)
[article]
Titre : Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles Type de document : Texte imprimé et/ou numérique Auteurs : Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; K. GEORGIADES, Auteur ; S. HANNA, Auteur ; M. JANUS, Auteur ; S. GEORGIADES, Auteur ; E. DUKU, Auteur ; Susan E. BRYSON, Auteur ; E. FOMBONNE, Auteur ; I. M. SMITH, Auteur ; P. MIRENDA, Auteur ; J. VOLDEN, Auteur ; C. WADDELL, Auteur ; W. ROBERTS, Auteur ; T. VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur ; A. THOMPSON, Auteur Article en page(s) : p.2797-2808 Langues : Anglais (eng) Mots-clés : Social competence Language impairment DSM-5 Autism spectrum disorders Longitudinal epidemiology Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2–4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment (ASD/LI); intellectual disability (ASD/ID) and ASD without LI or ID (ASD/alone). Children with ASD/LI were significantly more socially impaired at baseline than the ASD/alone subgroup, and less impaired than those with ASD/ID. Growth in social competence was significantly slower for the ASD/ID group. Many preschool-aged children with ASD/LI at time of diagnosis resembled “late talkers” who appeared to catch up linguistically. Children with ASD/ID were more severely impaired and continued to lag further behind. En ligne : http://dx.doi.org/10.1007/s10803-014-2138-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2797-2808[article] Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles [Texte imprimé et/ou numérique] / Teresa BENNETT, Auteur ; P. SZATMARI, Auteur ; K. GEORGIADES, Auteur ; S. HANNA, Auteur ; M. JANUS, Auteur ; S. GEORGIADES, Auteur ; E. DUKU, Auteur ; Susan E. BRYSON, Auteur ; E. FOMBONNE, Auteur ; I. M. SMITH, Auteur ; P. MIRENDA, Auteur ; J. VOLDEN, Auteur ; C. WADDELL, Auteur ; W. ROBERTS, Auteur ; T. VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur ; A. THOMPSON, Auteur . - p.2797-2808.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2797-2808
Mots-clés : Social competence Language impairment DSM-5 Autism spectrum disorders Longitudinal epidemiology Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2–4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment (ASD/LI); intellectual disability (ASD/ID) and ASD without LI or ID (ASD/alone). Children with ASD/LI were significantly more socially impaired at baseline than the ASD/alone subgroup, and less impaired than those with ASD/ID. Growth in social competence was significantly slower for the ASD/ID group. Many preschool-aged children with ASD/LI at time of diagnosis resembled “late talkers” who appeared to catch up linguistically. Children with ASD/ID were more severely impaired and continued to lag further behind. En ligne : http://dx.doi.org/10.1007/s10803-014-2138-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241