Brief Report: Insistence on Sameness, Anxiety, and Social Motivation in Children with Autism Spectrum Disorder / Reina S. FACTOR in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2548-2554 Titre : Brief Report: Insistence on Sameness, Anxiety, and Social Motivation in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Reina S. FACTOR, Auteur ; Emma E. CONDY, Auteur ; Julee P. FARLEY, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.2548-2554 Langues : Anglais (eng) Mots-clés : Restricted repetitive behaviors  Insistence on sameness  Anxiety  Social motivation  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : While the function of restricted repetitive behaviors (RRBs) in autism spectrum disorder (ASD) is unclear, RRBs may function as anxiety reduction strategies (Joosten et al. J Autism Dev Disord 39(3):521–531, 2009. Moreover, anxiety in ASD is associated with low social motivation (Swain et al. J Autism Dev Disord, 2015. The present study examined social motivation as a mediator between anxiety and RRBs in a sample of 44 children (2–17 years old; 80 % male) with ASD. The relationship between anxiety and IS, but not other RRBs, was partially mediated by social motivation. These findings suggest anxiety is linked to social motivation deficits in children with ASD, which may increase ritualized behaviors and difficulties with changes in routine. Implications are discussed for differing functions and treatment of RRB domains. En ligne : http://dx.doi.org/10.1007/s10803-016-2781-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: Insistence on Sameness, Anxiety, and Social Motivation in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Reina S. FACTOR, Auteur ; Emma E. CONDY, Auteur ; Julee P. FARLEY, Auteur ; Angela SCARPA, Auteur . - p.2548-2554. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2548-2554 Mots-clés : Restricted repetitive behaviors  Insistence on sameness  Anxiety  Social motivation  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : While the function of restricted repetitive behaviors (RRBs) in autism spectrum disorder (ASD) is unclear, RRBs may function as anxiety reduction strategies (Joosten et al. J Autism Dev Disord 39(3):521–531, 2009. Moreover, anxiety in ASD is associated with low social motivation (Swain et al. J Autism Dev Disord, 2015. The present study examined social motivation as a mediator between anxiety and RRBs in a sample of 44 children (2–17 years old; 80 % male) with ASD. The relationship between anxiety and IS, but not other RRBs, was partially mediated by social motivation. These findings suggest anxiety is linked to social motivation deficits in children with ASD, which may increase ritualized behaviors and difficulties with changes in routine. Implications are discussed for differing functions and treatment of RRB domains. En ligne : http://dx.doi.org/10.1007/s10803-016-2781-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Does the Presence of Anxiety and ADHD Symptoms Add to Social Impairment in Children with Autism Spectrum Disorder? / Reina S. FACTOR in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1122-1134 Titre : Does the Presence of Anxiety and ADHD Symptoms Add to Social Impairment in Children with Autism Spectrum Disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Reina S. FACTOR, Auteur ; Sarah M. RYAN, Auteur ; Julee P. FARLEY, Auteur ; Thomas H. OLLENDICK, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.1122-1134 Langues : Anglais (eng) Mots-clés : Anxiety  ADHD  Social motivation  Social deficits  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) experience internalizing and externalizing problems at higher rates than typically developing children, which could worsen social impairment. The present study compared impairment scores (social responsiveness scale, 2nd edition; SRS-2 scores) in 57 children (3–17 years, 82.5% male) with ASD, either with or without heightened levels of anxiety or ADHD symptoms, all per parent report. Children with heightened anxiety problems showed higher scores on four SRS-2 subscales (Social Cognition, Social Communication, Social Motivation, and Restricted Interests and Repetitive Behavior). Children with heightened ADHD traits showed higher scores on two subscales (Social Communication and Social Awareness). These findings suggest similarities and differences in how social deficits in ASD may worsen with anxiety or ADHD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-016-3025-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Does the Presence of Anxiety and ADHD Symptoms Add to Social Impairment in Children with Autism Spectrum Disorder? [Texte imprimé et/ou numérique] / Reina S. FACTOR, Auteur ; Sarah M. RYAN, Auteur ; Julee P. FARLEY, Auteur ; Thomas H. OLLENDICK, Auteur ; Angela SCARPA, Auteur . - p.1122-1134. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1122-1134 Mots-clés : Anxiety  ADHD  Social motivation  Social deficits  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) experience internalizing and externalizing problems at higher rates than typically developing children, which could worsen social impairment. The present study compared impairment scores (social responsiveness scale, 2nd edition; SRS-2 scores) in 57 children (3–17 years, 82.5% male) with ASD, either with or without heightened levels of anxiety or ADHD symptoms, all per parent report. Children with heightened anxiety problems showed higher scores on four SRS-2 subscales (Social Cognition, Social Communication, Social Motivation, and Restricted Interests and Repetitive Behavior). Children with heightened ADHD traits showed higher scores on two subscales (Social Communication and Social Awareness). These findings suggest similarities and differences in how social deficits in ASD may worsen with anxiety or ADHD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-016-3025-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program / Reina S. FACTOR in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1821-1833 Titre : Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program Type de document : Texte imprimé et/ou numérique Auteurs : Reina S. FACTOR, Auteur ; Hannah M. REA, Auteur ; Elizabeth A. LAUGESON, Auteur ; Angela SCARPA, Auteur Article en page(s) : p.1821-1833 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. There is a paucity of evidence-based interventions explicitly targeting social skill development for young children with ASD and few actively integrate caregivers. The PEERS® program, an evidence-based caregiver-assisted social skills program, was extended for young children with ASD (i.e., PEERS® for Preschoolers (P4P)). This pilot study expands upon initial results by examining the feasibility of a briefer intervention period and the effectiveness in improving child social skills among 15 children with ASD. Results suggest P4P recruitment, participant retention, and implementation are feasible across clinicians and sites. Further, P4P appears to improve social skills, maintained post-intervention. Future research might examine mechanisms that lead to results. En ligne : https://doi.org/10.1007/s10803-022-05502-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program [Texte imprimé et/ou numérique] / Reina S. FACTOR, Auteur ; Hannah M. REA, Auteur ; Elizabeth A. LAUGESON, Auteur ; Angela SCARPA, Auteur . - p.1821-1833. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1821-1833 Index. décimale : PER Périodiques Résumé : Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. There is a paucity of evidence-based interventions explicitly targeting social skill development for young children with ASD and few actively integrate caregivers. The PEERS® program, an evidence-based caregiver-assisted social skills program, was extended for young children with ASD (i.e., PEERS® for Preschoolers (P4P)). This pilot study expands upon initial results by examining the feasibility of a briefer intervention period and the effectiveness in improving child social skills among 15 children with ASD. Results suggest P4P recruitment, participant retention, and implementation are feasible across clinicians and sites. Further, P4P appears to improve social skills, maintained post-intervention. Future research might examine mechanisms that lead to results. En ligne : https://doi.org/10.1007/s10803-022-05502-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

PEERS® for Preschoolers preliminary outcomes and predictors of treatment response / Jordan ALBRIGHT ; Angela SCARPA ; John A. RICHEY ; Elizabeth A. LAUGESON ; Reina S. FACTOR in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4671-4684 Titre : PEERS® for Preschoolers preliminary outcomes and predictors of treatment response Type de document : Texte imprimé et/ou numérique Auteurs : Jordan ALBRIGHT, Auteur ; Angela SCARPA, Auteur ; John A. RICHEY, Auteur ; Elizabeth A. LAUGESON, Auteur ; Reina S. FACTOR, Auteur Article en page(s) : p.4671-4684 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : PEERS® for Preschoolers (P4P) is a social skills group program for young autistic children and their caregivers, which provides everyday tools for interacting and communicating with others. Twenty-two caregiver-child dyads participated and completed pre-treatment, post-treatment, and follow-up measures (4-16 weeks after). Using single-subject analyses to examine social skills, 60% demonstrated post-treatment improvement, and 53.85% demonstrated follow-up improvement. Regarding a secondary outcome of behavioral difficulties, 33.33% demonstrated post-treatment reduction, and 7.69% demonstrated follow-up reduction. Using regressions, autistic traits predicted outcomes; fewer social communication difficulties predicted both greater social skills and fewer behavioral difficulties at post-treatment, while fewer repetitive behaviors predicted fewer post-treatment and follow-up behavioral difficulties. These results preliminarily demonstrate the benefits of P4P and how autistic traits may impact P4P outcomes. En ligne : https://doi.org/10.1007/s10803-022-05724-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] PEERS® for Preschoolers preliminary outcomes and predictors of treatment response [Texte imprimé et/ou numérique] / Jordan ALBRIGHT, Auteur ; Angela SCARPA, Auteur ; John A. RICHEY, Auteur ; Elizabeth A. LAUGESON, Auteur ; Reina S. FACTOR, Auteur . - p.4671-4684. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4671-4684 Index. décimale : PER Périodiques Résumé : PEERS® for Preschoolers (P4P) is a social skills group program for young autistic children and their caregivers, which provides everyday tools for interacting and communicating with others. Twenty-two caregiver-child dyads participated and completed pre-treatment, post-treatment, and follow-up measures (4-16 weeks after). Using single-subject analyses to examine social skills, 60% demonstrated post-treatment improvement, and 53.85% demonstrated follow-up improvement. Regarding a secondary outcome of behavioral difficulties, 33.33% demonstrated post-treatment reduction, and 7.69% demonstrated follow-up reduction. Using regressions, autistic traits predicted outcomes; fewer social communication difficulties predicted both greater social skills and fewer behavioral difficulties at post-treatment, while fewer repetitive behaviors predicted fewer post-treatment and follow-up behavioral difficulties. These results preliminarily demonstrate the benefits of P4P and how autistic traits may impact P4P outcomes. En ligne : https://doi.org/10.1007/s10803-022-05724-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

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