Anxiety relates to classroom executive function problems in students with ASD, but not ADHD / Mary F. S. DIECKHAUS in Research in Autism Spectrum Disorders, 82 (April 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Titre : Anxiety relates to classroom executive function problems in students with ASD, but not ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur Article en page(s) : 101739 Langues : Anglais (eng) Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Anxiety relates to classroom executive function problems in students with ASD, but not ADHD [Texte imprimé et/ou numérique] / Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur . - 101739. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? / Allison B. RATTO in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.773-781 Titre : Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur Article en page(s) : p.773-781 Langues : Anglais (eng) Mots-clés : Race/ethnicity  Black/African-American  ASD  Executive function  Adaptive behavior  Social–emotional functioning Index. décimale : PER Périodiques Résumé : There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social–emotional functioning. White and Black youth (n = 64; ages 6–17) with ASD without ID were compared on each of these domains. Black youth had significantly lower levels of impairment on all three domains. Findings may reflect better daily functioning among Black youth with ASD and/or cultural differences in parent response to questionnaires. Regardless, these findings raise concern about the sensitivity of commonly used measures for Black children with ASD and the impact of culture on daily functioning and symptom manifestation. En ligne : http://dx.doi.org/10.1007/s10803-015-2614-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? [Texte imprimé et/ou numérique] / Allison B. RATTO, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Anna Chelsea ARMOUR, Auteur ; Katerina DUDLEY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur . - p.773-781. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.773-781 Mots-clés : Race/ethnicity  Black/African-American  ASD  Executive function  Adaptive behavior  Social–emotional functioning Index. décimale : PER Périodiques Résumé : There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social–emotional functioning. White and Black youth (n = 64; ages 6–17) with ASD without ID were compared on each of these domains. Black youth had significantly lower levels of impairment on all three domains. Findings may reflect better daily functioning among Black youth with ASD and/or cultural differences in parent response to questionnaires. Regardless, these findings raise concern about the sensitivity of commonly used measures for Black children with ASD and the impact of culture on daily functioning and symptom manifestation. En ligne : http://dx.doi.org/10.1007/s10803-015-2614-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.467-477 Titre : Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function Type de document : Texte imprimé et/ou numérique Auteurs : Cara E. PUGLIESE, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Daniel Q. NAIMAN, Auteur ; Lauren KENWORTHY, Auteur Année de publication : 2016 Article en page(s) : p.467-477 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive behavior  Executive function  Cognitive ability  Longitudinal Index. décimale : PER Périodiques Résumé : This study characterizes longitudinal change in adaptive behavior in 64 children and adolescents with autism spectrum disorder (ASD) without intellectual disability evaluated on multiple occasions, and examines whether prior estimate of executive function (EF) problems predicts future adaptive behavior scores. Compared to standardized estimates for their developmental stage, adaptive behavior in most participants was impaired and did not improve over time. Prior EF predicted later adaptive behavior in daily living skills and socialization domains after controlling for age and IQ. Self-monitoring behaviors robustly predicted later adaptive behavior in all domains (d = 0.60–0.94). Results support targeting treatment of adaptive skills in ASD, as well as the importance of assessing for EF problems that may contribute to adaptive behavior difficulties. En ligne : http://dx.doi.org/10.1007/s10803-015-2584-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Longitudinal Examination of Adaptive Behavior in Autism Spectrum Disorders: Influence of Executive Function [Texte imprimé et/ou numérique] / Cara E. PUGLIESE, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Daniel Q. NAIMAN, Auteur ; Lauren KENWORTHY, Auteur . - 2016 . - p.467-477. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.467-477 Mots-clés : Autism spectrum disorder  Adaptive behavior  Executive function  Cognitive ability  Longitudinal Index. décimale : PER Périodiques Résumé : This study characterizes longitudinal change in adaptive behavior in 64 children and adolescents with autism spectrum disorder (ASD) without intellectual disability evaluated on multiple occasions, and examines whether prior estimate of executive function (EF) problems predicts future adaptive behavior scores. Compared to standardized estimates for their developmental stage, adaptive behavior in most participants was impaired and did not improve over time. Prior EF predicted later adaptive behavior in daily living skills and socialization domains after controlling for age and IQ. Self-monitoring behaviors robustly predicted later adaptive behavior in all domains (d = 0.60–0.94). Results support targeting treatment of adaptive skills in ASD, as well as the importance of assessing for EF problems that may contribute to adaptive behavior difficulties. En ligne : http://dx.doi.org/10.1007/s10803-015-2584-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Replication and Comparison of the Newly Proposed ADOS-2, Module 4 Algorithm in ASD Without ID: A Multi-site Study / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3919-3931 Titre : Replication and Comparison of the Newly Proposed ADOS-2, Module 4 Algorithm in ASD Without ID: A Multi-site Study Type de document : Texte imprimé et/ou numérique Auteurs : Cara E. PUGLIESE, Auteur ; Lauren KENWORTHY, Auteur ; Vanessa H. BAL, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E. YERYS, Auteur ; Brenna B. MADDOX, Auteur ; Susan W. WHITE, Auteur ; Haroon POPAL, Auteur ; Anna Chelsea ARMOUR, Auteur ; Judith MILLER, Auteur ; John D. HERRINGTON, Auteur ; Robert T. SCHULTZ, Auteur ; Alex MARTIN, Auteur ; Laura GUTERMUTH ANTHONY, Auteur Année de publication : 2015 Article en page(s) : p.3919-3931 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adults  Adolescents  Diagnosis  Autism diagnostic observation schedule  Sensitivity  Specificity Index. décimale : PER Périodiques Résumé : Recent updates have been proposed to the Autism Diagnostic Observation Schedule-2 Module 4 diagnostic algorithm. This new algorithm, however, has not yet been validated in an independent sample without intellectual disability (ID). This multi-site study compared the original and revised algorithms in individuals with ASD without ID. The revised algorithm demonstrated increased sensitivity, but lower specificity in the overall sample. Estimates were highest for females, individuals with a verbal IQ below 85 or above 115, and ages 16 and older. Best practice diagnostic procedures should include the Module 4 in conjunction with other assessment tools. Balancing needs for sensitivity and specificity depending on the purpose of assessment (e.g., clinical vs. research) and demographic characteristics mentioned above will enhance its utility. En ligne : http://dx.doi.org/10.1007/s10803-015-2586-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Replication and Comparison of the Newly Proposed ADOS-2, Module 4 Algorithm in ASD Without ID: A Multi-site Study [Texte imprimé et/ou numérique] / Cara E. PUGLIESE, Auteur ; Lauren KENWORTHY, Auteur ; Vanessa H. BAL, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E. YERYS, Auteur ; Brenna B. MADDOX, Auteur ; Susan W. WHITE, Auteur ; Haroon POPAL, Auteur ; Anna Chelsea ARMOUR, Auteur ; Judith MILLER, Auteur ; John D. HERRINGTON, Auteur ; Robert T. SCHULTZ, Auteur ; Alex MARTIN, Auteur ; Laura GUTERMUTH ANTHONY, Auteur . - 2015 . - p.3919-3931. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3919-3931 Mots-clés : Autism spectrum disorder  Adults  Adolescents  Diagnosis  Autism diagnostic observation schedule  Sensitivity  Specificity Index. décimale : PER Périodiques Résumé : Recent updates have been proposed to the Autism Diagnostic Observation Schedule-2 Module 4 diagnostic algorithm. This new algorithm, however, has not yet been validated in an independent sample without intellectual disability (ID). This multi-site study compared the original and revised algorithms in individuals with ASD without ID. The revised algorithm demonstrated increased sensitivity, but lower specificity in the overall sample. Estimates were highest for females, individuals with a verbal IQ below 85 or above 115, and ages 16 and older. Best practice diagnostic procedures should include the Module 4 in conjunction with other assessment tools. Balancing needs for sensitivity and specificity depending on the purpose of assessment (e.g., clinical vs. research) and demographic characteristics mentioned above will enhance its utility. En ligne : http://dx.doi.org/10.1007/s10803-015-2586-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

Solving Executive Function Challenges / Lauren KENWORTHY

Public ISBD Titre : Solving Executive Function Challenges : Simple Ways to Get Kids with Autism. Unstuck and on Target Type de document : Texte imprimé et/ou numérique Auteurs : Lauren KENWORTHY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Katie C. ALEXANDER, Auteur ; Monica ADLER WERNER, Auteur ; Lynn R. CANNON, Auteur ; Lisa GREENMAN, Auteur ; Brenda SMITH MYLES, Préfacier, etc. Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2014 Importance : 165 p. Présentation : ill. Format : 15,2cm x 22,8cm x 1cm ISBN/ISSN/EAN : 978-1-59857-603-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : How can you help kids with autism be flexible, get organized, and work toward goals—not just in school but in everyday life? It's all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-functioning children with autism (Grades K-8). Used on its own or in tandem with the popular Unstuck and On Target! classroom curriculum, this practical guide shows how to embed executive function instruction in dozens of everyday scenarios, from morning routines to getting homework done. Designed for therapists, teachers, and parents, these highly effective techniques give children the skills they need to navigate each day, reach their goals, and succeed inside and outside the classroom. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 Solving Executive Function Challenges : Simple Ways to Get Kids with Autism. Unstuck and on Target [Texte imprimé et/ou numérique] / Lauren KENWORTHY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Katie C. ALEXANDER, Auteur ; Monica ADLER WERNER, Auteur ; Lynn R. CANNON, Auteur ; Lisa GREENMAN, Auteur ; Brenda SMITH MYLES, Préfacier, etc. . - Baltimore [Etats-Unis] : Brookes Publishing, 2014 . - 165 p. : ill. ; 15,2cm x 22,8cm x 1cm. ISBN : 978-1-59857-603-0 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : How can you help kids with autism be flexible, get organized, and work toward goals—not just in school but in everyday life? It's all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-functioning children with autism (Grades K-8). Used on its own or in tandem with the popular Unstuck and On Target! classroom curriculum, this practical guide shows how to embed executive function instruction in dozens of everyday scenarios, from morning routines to getting homework done. Designed for therapists, teachers, and parents, these highly effective techniques give children the skills they need to navigate each day, reach their goals, and succeed inside and outside the classroom. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0004025	APP-D KEN	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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Unstuck and On Target! An Executive Function Curriculum to Improve Flexibility for Children with Autism Spectrum Disorders / Lynn R. CANNON

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