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Auteur J. VOLDEN |
Documents disponibles écrits par cet auteur (7)



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 Examining 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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Titre : Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. DI REZZE, Auteur ; E. DUKU, Auteur ; P. SZATMARI, Auteur ; J. VOLDEN, Auteur ; S. GEORGIADES, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; I. M. SMITH, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; M. ELSABBAGH, Auteur ; A. THOMPSON, Auteur ; W. J. UNGAR, Auteur ; C. WADDELL, Auteur Article en page(s) : p.4390-4399 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Daily living skills Preschool Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This study examined DLS trajectories and potential covariates for preschoolers with ASD from a multi-site longitudinal study following children from diagnosis to the end of grade 1. Multi-level modeling was conducted with DLS domain scores from the Vineland Adaptive Behavior Scales-2. The results demonstrated a positive trajectory of increasing scores over time, associations of age of diagnosis, developmental level, stereotypy, and language skills with the mean score at T4 or age 6 years, whereas rate of change was only associated with ASD symptom severity, such that an improvement in DLS trajectory was associated with lower and improving ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-019-04150-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4390-4399[article] Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / B. DI REZZE, Auteur ; E. DUKU, Auteur ; P. SZATMARI, Auteur ; J. VOLDEN, Auteur ; S. GEORGIADES, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; I. M. SMITH, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; M. ELSABBAGH, Auteur ; A. THOMPSON, Auteur ; W. J. UNGAR, Auteur ; C. WADDELL, Auteur . - p.4390-4399.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4390-4399
Mots-clés : Autism spectrum disorder Daily living skills Preschool Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This study examined DLS trajectories and potential covariates for preschoolers with ASD from a multi-site longitudinal study following children from diagnosis to the end of grade 1. Multi-level modeling was conducted with DLS domain scores from the Vineland Adaptive Behavior Scales-2. The results demonstrated a positive trajectory of increasing scores over time, associations of age of diagnosis, developmental level, stereotypy, and language skills with the mean score at T4 or age 6 years, whereas rate of change was only associated with ASD symptom severity, such that an improvement in DLS trajectory was associated with lower and improving ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-019-04150-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 Gender 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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Titre : Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : O. CONLON, Auteur ; J. VOLDEN, Auteur ; I. M. SMITH, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; C. WADDELL, Auteur ; P. SZATMARI, Auteur ; P. MIRENDA, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; M. ELSABBAGH, Auteur ; W. J. UNGAR, Auteur Article en page(s) : p.1937-1948 Langues : Anglais (eng) Mots-clés : Communication Gender Narrative Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948[article] Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / O. CONLON, Auteur ; J. VOLDEN, Auteur ; I. M. SMITH, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; C. WADDELL, Auteur ; P. SZATMARI, Auteur ; P. MIRENDA, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; M. ELSABBAGH, Auteur ; W. J. UNGAR, Auteur . - p.1937-1948.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948
Mots-clés : Communication Gender Narrative Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 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)
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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 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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[article]
Titre : 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 Article en page(s) : p.2064-2076 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Coping Parents Risk factors Social resources Transition Index. décimale : PER Périodiques Résumé : This study described empirically derived profiles of parents' personal and social coping resources in a sample of 207 families of children diagnosed with autism spectrum disorder. Latent Profile Analysis identified four family profiles based on socieoeconomic risk, coping strategy utilization, family functioning, available social supports, and perceptions of family-centered support. During the time of children's transition to school, parents in the most disadvantaged group experienced the highest levels of parenting stress and depression, and their children had significantly lower adaptive behaviour scores and more parent-reported behavior problems than children in the other three groups. Results highlight the need for systematic surveillance of family risk factors so that supports can be provided to enhance both parental well-being and children's developmental health. En ligne : http://dx.doi.org/10.1007/s10803-018-3467-3 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.2064-2076[article] 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 . - p.2064-2076.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2064-2076
Mots-clés : Autism spectrum disorder Coping Parents Risk factors Social resources Transition Index. décimale : PER Périodiques Résumé : This study described empirically derived profiles of parents' personal and social coping resources in a sample of 207 families of children diagnosed with autism spectrum disorder. Latent Profile Analysis identified four family profiles based on socieoeconomic risk, coping strategy utilization, family functioning, available social supports, and perceptions of family-centered support. During the time of children's transition to school, parents in the most disadvantaged group experienced the highest levels of parenting stress and depression, and their children had significantly lower adaptive behaviour scores and more parent-reported behavior problems than children in the other three groups. Results highlight the need for systematic surveillance of family risk factors so that supports can be provided to enhance both parental well-being and children's developmental health. En ligne : http://dx.doi.org/10.1007/s10803-018-3467-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 Psychometric 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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PermalinkTrajectories of Symptom Severity in Children with Autism: Variability and Turning Points through the Transition to School / S. GEORGIADES in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
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