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Auteur Brian A. BOYD |
Documents disponibles écrits par cet auteur (47)
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Hyporesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children / Grace T. BARANEK in Development and Psychopathology, 25-2 (May 2013)
[article]
Titre : Hyporesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Grace T. BARANEK, Auteur ; Linda R. WATSON, Auteur ; Brian A. BOYD, Auteur ; Michele D. POE, Auteur ; Fabian J. DAVID, Auteur ; Lorin MCGUIRE, Auteur Article en page(s) : p.307-320 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This cross-sectional study seeks to (a) describe developmental correlates of sensory hyporesponsiveness to social and nonsocial stimuli, (b) determine whether hyporesponsiveness is generalized across contexts in children with autism relative to controls, and (c) test the associations between hyporesponsiveness and social communication outcomes. Three groups of children ages 11–105 months (N = 178; autism = 63, developmental delay = 47, typical development = 68) are given developmental and sensory measures including a behavioral orienting task (the Sensory Processing Assessment). Lab measures are significantly correlated with parental reports of sensory hyporesponsiveness. Censored regression models show that hyporesponsiveness decreased across groups with increasing mental age (MA). Group differences are significant but depend upon two-way interactions with MA and context (social and nonsocial). At a very young MA (e.g., 6 months), the autism group demonstrates more hyporesponsiveness to social and nonsocial stimuli (with larger effects for social) than developmental delay and typically developing groups, but at an older MA (e.g., 60 months) there are no significant differences. Hyporesponsiveness to social and nonsocial stimuli predicts lower levels of joint attention and language in children with autism. Generalized processes in attention disengagement and behavioral orienting may have relevance for identifying early risk factors of autism and for facilitating learning across contexts to support the development of joint attention and language. En ligne : http://dx.doi.org/10.1017/S0954579412001071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Development and Psychopathology > 25-2 (May 2013) . - p.307-320[article] Hyporesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children [Texte imprimé et/ou numérique] / Grace T. BARANEK, Auteur ; Linda R. WATSON, Auteur ; Brian A. BOYD, Auteur ; Michele D. POE, Auteur ; Fabian J. DAVID, Auteur ; Lorin MCGUIRE, Auteur . - p.307-320.
Langues : Anglais (eng)
in Development and Psychopathology > 25-2 (May 2013) . - p.307-320
Index. décimale : PER Périodiques Résumé : This cross-sectional study seeks to (a) describe developmental correlates of sensory hyporesponsiveness to social and nonsocial stimuli, (b) determine whether hyporesponsiveness is generalized across contexts in children with autism relative to controls, and (c) test the associations between hyporesponsiveness and social communication outcomes. Three groups of children ages 11–105 months (N = 178; autism = 63, developmental delay = 47, typical development = 68) are given developmental and sensory measures including a behavioral orienting task (the Sensory Processing Assessment). Lab measures are significantly correlated with parental reports of sensory hyporesponsiveness. Censored regression models show that hyporesponsiveness decreased across groups with increasing mental age (MA). Group differences are significant but depend upon two-way interactions with MA and context (social and nonsocial). At a very young MA (e.g., 6 months), the autism group demonstrates more hyporesponsiveness to social and nonsocial stimuli (with larger effects for social) than developmental delay and typically developing groups, but at an older MA (e.g., 60 months) there are no significant differences. Hyporesponsiveness to social and nonsocial stimuli predicts lower levels of joint attention and language in children with autism. Generalized processes in attention disengagement and behavioral orienting may have relevance for identifying early risk factors of autism and for facilitating learning across contexts to support the development of joint attention and language. En ligne : http://dx.doi.org/10.1017/S0954579412001071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 It's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)
[article]
Titre : It's time to close the research to practice gap in autism: The need for implementation science Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur Article en page(s) : p.569-574 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Implementation Science Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.569-574[article] It's time to close the research to practice gap in autism: The need for implementation science [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Aubyn C. STAHMER, Auteur ; Samuel L ODOM, Auteur ; Anna WALLISCH, Auteur ; Maya MATHEIS, Auteur . - p.569-574.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.569-574
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Implementation Science Professional Practice Gaps Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613211064422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Measuring the Functional Impact of Behavioral Inflexibility in Children with Autism Using the Behavioral Inflexibility Scale: Clinical Interview (BIS-CI) / James W. BODFISH in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
[article]
Titre : Measuring the Functional Impact of Behavioral Inflexibility in Children with Autism Using the Behavioral Inflexibility Scale: Clinical Interview (BIS-CI) Type de document : Texte imprimé et/ou numérique Auteurs : James W. BODFISH, Auteur ; L. LECAVALIER, Auteur ; C. HARROP, Auteur ; Aaron R. DALLMAN, Auteur ; Sahana Nagabhushan KALBURGI, Auteur ; J. HOLLWAY, Auteur ; R. FALDOWSKI, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.782-790 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Factor Analysis, Statistical Humans Parents Reproducibility of Results Autism spectrum disorder Behavioral inflexibility Measurement Outcomes Repetitive behavior Index. décimale : PER Périodiques Résumé : For individuals with autism spectrum disorder (ASD), behavioral inflexibility can affect multiple domains of functioning and family life. The objective of this study was to develop and validate a clinical interview version of the Behavioral Inflexibility Scale. Trained interviewers conducted interviews with parents of 144 children with ASD and 70 typically developing children (ages: 3-17 years). Using exploratory factor analysis, the Behavioral Inflexibility Scale-Clinical Interview (BIS-CI) was found to be unidimensional. Reliability data indicated the measure was internally consistent (??=?0.80), achieved excellent inter-rater reliability (ICC?=?0.97) and test-retest reliability (ICC?=?0.87). These findings demonstrate that the BIS-CI is a reliable and valid measure to determine the functional impact of behavioral inflexibility. En ligne : http://dx.doi.org/10.1007/s10803-021-04984-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.782-790[article] Measuring the Functional Impact of Behavioral Inflexibility in Children with Autism Using the Behavioral Inflexibility Scale: Clinical Interview (BIS-CI) [Texte imprimé et/ou numérique] / James W. BODFISH, Auteur ; L. LECAVALIER, Auteur ; C. HARROP, Auteur ; Aaron R. DALLMAN, Auteur ; Sahana Nagabhushan KALBURGI, Auteur ; J. HOLLWAY, Auteur ; R. FALDOWSKI, Auteur ; Brian A. BOYD, Auteur . - p.782-790.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.782-790
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Factor Analysis, Statistical Humans Parents Reproducibility of Results Autism spectrum disorder Behavioral inflexibility Measurement Outcomes Repetitive behavior Index. décimale : PER Périodiques Résumé : For individuals with autism spectrum disorder (ASD), behavioral inflexibility can affect multiple domains of functioning and family life. The objective of this study was to develop and validate a clinical interview version of the Behavioral Inflexibility Scale. Trained interviewers conducted interviews with parents of 144 children with ASD and 70 typically developing children (ages: 3-17 years). Using exploratory factor analysis, the Behavioral Inflexibility Scale-Clinical Interview (BIS-CI) was found to be unidimensional. Reliability data indicated the measure was internally consistent (??=?0.80), achieved excellent inter-rater reliability (ICC?=?0.97) and test-retest reliability (ICC?=?0.87). These findings demonstrate that the BIS-CI is a reliable and valid measure to determine the functional impact of behavioral inflexibility. En ligne : http://dx.doi.org/10.1007/s10803-021-04984-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Parent and professional perspectives on behavioral inflexibility in autism spectrum disorders: A qualitative study / C. SETHI in Autism, 23-5 (July 2019)
[article]
Titre : Parent and professional perspectives on behavioral inflexibility in autism spectrum disorders: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : C. SETHI, Auteur ; C. HARROP, Auteur ; W. ZHANG, Auteur ; J. PRITCHETT, Auteur ; A. WHITTEN, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.1236-1248 Langues : Anglais (eng) Mots-clés : autism spectrum disorders behavioral inflexibility family functioning and support qualitative research repetitive behaviors and interests Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors are a core feature of autism spectrum disorder; however, research on the functional impact of these behaviors on the quality of life for individuals with autism spectrum disorder and their families remains scarce. We conducted focus groups with parents of children with autism spectrum disorder and clinicians in order to better characterize the functional impact of behavioral inflexibility, which represents one potential dimensional construct that could account for the breadth of behaviors comprising the restricted and repetitive behavior domain. Transcripts of the focus groups were analyzed using qualitative analysis coding methods to determine parent and clinician beliefs on a range of issues related to behavioral inflexibility including overall impact, types of child behaviors, and strategies for managing behavioral inflexibility. Thematic analysis revealed that parents and clinicians view behavioral inflexibility as an important behavior that impacts multiple areas of functioning, relates to other restricted and repetitive behaviors as well as social communication behaviors, and warrants targeted treatment. Notably, many parents and clinicians emphasized some positive consequences of behavioral inflexibility as well. These findings add crucial insights into the functional impact of behavioral inflexibility and restricted and repetitive behaviors as a whole and suggest that behavioral inflexibility represents an important avenue for future research. En ligne : http://dx.doi.org/10.1177/1362361318810217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1236-1248[article] Parent and professional perspectives on behavioral inflexibility in autism spectrum disorders: A qualitative study [Texte imprimé et/ou numérique] / C. SETHI, Auteur ; C. HARROP, Auteur ; W. ZHANG, Auteur ; J. PRITCHETT, Auteur ; A. WHITTEN, Auteur ; Brian A. BOYD, Auteur . - p.1236-1248.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1236-1248
Mots-clés : autism spectrum disorders behavioral inflexibility family functioning and support qualitative research repetitive behaviors and interests Index. décimale : PER Périodiques Résumé : Restricted and repetitive behaviors are a core feature of autism spectrum disorder; however, research on the functional impact of these behaviors on the quality of life for individuals with autism spectrum disorder and their families remains scarce. We conducted focus groups with parents of children with autism spectrum disorder and clinicians in order to better characterize the functional impact of behavioral inflexibility, which represents one potential dimensional construct that could account for the breadth of behaviors comprising the restricted and repetitive behavior domain. Transcripts of the focus groups were analyzed using qualitative analysis coding methods to determine parent and clinician beliefs on a range of issues related to behavioral inflexibility including overall impact, types of child behaviors, and strategies for managing behavioral inflexibility. Thematic analysis revealed that parents and clinicians view behavioral inflexibility as an important behavior that impacts multiple areas of functioning, relates to other restricted and repetitive behaviors as well as social communication behaviors, and warrants targeted treatment. Notably, many parents and clinicians emphasized some positive consequences of behavioral inflexibility as well. These findings add crucial insights into the functional impact of behavioral inflexibility and restricted and repetitive behaviors as a whole and suggest that behavioral inflexibility represents an important avenue for future research. En ligne : http://dx.doi.org/10.1177/1362361318810217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)
[article]
Titre : Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Child Humans Asian People Autism Spectrum Disorder Autistic Disorder Ethnicity Evidence-Based Practice Systematic Reviews as Topic autism interventions —psychosocial/behavioral race systematic review research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism > 26-8 (November 2022) . - p.2026-2040[article] Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices [Texte imprimé et/ou numérique] / Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur . - p.2026-2040.
Langues : Anglais (eng)
in Autism > 26-8 (November 2022) . - p.2026-2040
Mots-clés : Child Humans Asian People Autism Spectrum Disorder Autistic Disorder Ethnicity Evidence-Based Practice Systematic Reviews as Topic autism interventions —psychosocial/behavioral race systematic review research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Preliminary Efficacy of Family Implemented TEACCH for Toddlers: Effects on Parents and Their Toddlers with Autism Spectrum Disorder / Lauren M. TURNER-BROWN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
PermalinkA quantitative measure of restricted and repetitive behaviors for early childhood / J. J. WOLFF in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
PermalinkRelationships among repetitive behaviors, sensory features, and executive functions in high functioning autism / Brian A. BOYD in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkResearch in Autism Education: Current Issues and Future Directions / Brian A. BOYD
PermalinkA Rural–Urban Comparison in Emergency Department Visits for U.S. Children with Autism Spectrum Disorder / Wanqing ZHANG in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
PermalinkSensory and repetitive behaviors among children with autism spectrum disorder at home / Anne V. KIRBY in Autism, 21-2 (February 2017)
PermalinkSensory features and repetitive behaviors in children with autism and developmental delays / Brian A. BOYD in Autism Research, 3-2 (April 2010)
PermalinkSensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features / Karla K. AUSDERAU in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
PermalinkSex differences in social attention in autism spectrum disorder / Clare HARROP in Autism Research, 11-9 (September 2018)
PermalinkTechnology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkThat’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review / Clare HARROP in Research in Autism Spectrum Disorders, 57 (January 2019)
PermalinkThe Association between Adult Participation and the Engagement of Preschoolers with ASD / Ann M. SAM in Autism Research and Treatment, 2016 (2016)
PermalinkThe Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)
PermalinkThe impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder / Jessica DYKSTRA in Autism, 16-1 (January 2012)
PermalinkThe questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom / Eric J. SANDERS in Autism, 20-1 (January 2016)
PermalinkUsing the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)
PermalinkValidation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder / Christine S. GHILAIN in Autism, 21-2 (February 2017)
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