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Auteur Isabel M SMITH |
Documents disponibles écrits par cet auteur (12)
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Brief Report: Preliminary Feasibility of the TEDI: A Novel Parent-Administered Telehealth Assessment for Autism Spectrum Disorder Symptoms in the First Year of Life / Meagan R. TALBOTT in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Brief Report: Preliminary Feasibility of the TEDI: A Novel Parent-Administered Telehealth Assessment for Autism Spectrum Disorder Symptoms in the First Year of Life Type de document : Texte imprimé et/ou numérique Auteurs : Meagan R. TALBOTT, Auteur ; Sarah DUFEK, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan E. BRYSON, Auteur ; Jessica BRIAN, Auteur ; Isabel M SMITH, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.3432-3439 Langues : Anglais (eng) Mots-clés : Aosi Asd Autism spectrum disorders Eci Igdi Infancy Parent–child interaction Screening Telehealth Index. décimale : PER Périodiques Résumé : Families with early concerns about infant symptoms of ASD have limited access to experienced professionals for screening and guidance. Telehealth has been used to reduce access disparities in other pediatric populations and has shown promise in parent-implemented interventions for ASD. We investigated the feasibility of a novel level-2 telehealth assessment of infants' early social communication and ASD symptoms, the Telehealth Evaluation of Development for Infants (TEDI). Parents of eleven infants aged 6-12 months were coached to administer specific semi-structured behavioral probes. Initial feasibility, reliability, and acceptability benchmarks were met. These findings suggest the feasibility of screening infants via telehealth, and are supportive of further large-scale efforts to validate this method for longitudinal monitoring of symptomatic infants in community settings. En ligne : http://dx.doi.org/10.1007/s10803-019-04314-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3432-3439[article] Brief Report: Preliminary Feasibility of the TEDI: A Novel Parent-Administered Telehealth Assessment for Autism Spectrum Disorder Symptoms in the First Year of Life [Texte imprimé et/ou numérique] / Meagan R. TALBOTT, Auteur ; Sarah DUFEK, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan E. BRYSON, Auteur ; Jessica BRIAN, Auteur ; Isabel M SMITH, Auteur ; Sally J ROGERS, Auteur . - p.3432-3439.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3432-3439
Mots-clés : Aosi Asd Autism spectrum disorders Eci Igdi Infancy Parent–child interaction Screening Telehealth Index. décimale : PER Périodiques Résumé : Families with early concerns about infant symptoms of ASD have limited access to experienced professionals for screening and guidance. Telehealth has been used to reduce access disparities in other pediatric populations and has shown promise in parent-implemented interventions for ASD. We investigated the feasibility of a novel level-2 telehealth assessment of infants' early social communication and ASD symptoms, the Telehealth Evaluation of Development for Infants (TEDI). Parents of eleven infants aged 6-12 months were coached to administer specific semi-structured behavioral probes. Initial feasibility, reliability, and acceptability benchmarks were met. These findings suggest the feasibility of screening infants via telehealth, and are supportive of further large-scale efforts to validate this method for longitudinal monitoring of symptomatic infants in community settings. En ligne : http://dx.doi.org/10.1007/s10803-019-04314-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder / Tamara SORENSON DUNCAN in Autism Research, 14-5 (May 2021)
[article]
Titre : Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tamara SORENSON DUNCAN, Auteur ; Manasi KARKADA, Auteur ; S. Hélène DEACON, Auteur ; Isabel M SMITH, Auteur Article en page(s) : p.840-858 Langues : Anglais (eng) Mots-clés : autism meta-analysis oral language reading comprehension word reading Index. décimale : PER Périodiques Résumé : The ability to understand what one reads, or reading comprehension, is central to academic success. For many children with autism spectrum disorder (ASD), reading comprehension is a noted area of challenge. For children with typical development, it is well established that successful reading comprehension requires two broad skills: word reading and oral language. For children with ASD, word reading is often believed to be relatively intact, even in the face of poor reading comprehension, suggesting that deficits in oral language, more than in word reading, underlie reading comprehension deficits. Yet, extant research has suggested the importance of both skills. To clarify the role of these skills in the reading comprehension of children with ASD, we conducted a meta-analysis. ERIC, PsycINFO, PubMed, and Proquest Dissertation & Theses were searched for studies of reading comprehension in children with ASD, published up to May 2019. We identified 26 relevant studies about children with ASD (aged 6-18?years) that included both a measure of word reading and reading comprehension. Hunt-Schmidt Random Effects Models showed similar mean correlations between reading comprehension and the component skills of word reading (M r = 0.65 [0.27-1.03]) and oral language (M r = 0.61 [0.33-0.88]). These findings demonstrate that these skills are essential for reading comprehension in children with ASD, making contributions of similar size. This study advances our understanding of the mechanisms by which children with ASD understand what they read, providing a foundation on which to build programmatic research into each of these mechanisms. LAY SUMMARY: Academic progress is closely tied to children's ability to understand what they read. Yet reading comprehension is difficult for many children with autism spectrum disorder (ASD). We used a statistical method to summarize existing research on the skills that children with ASD use to understand what they read. We found that the reading comprehension of children with ASD was related to a similar extent to both their ability to read individual words and their oral language skills. These findings suggest that both areas should be assessed in order to determine appropriate interventions to support reading comprehension for children with ASD. Autism Res 2021, 14: 840-858. © 2021 International Society for Autism Research, Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.840-858[article] Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tamara SORENSON DUNCAN, Auteur ; Manasi KARKADA, Auteur ; S. Hélène DEACON, Auteur ; Isabel M SMITH, Auteur . - p.840-858.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.840-858
Mots-clés : autism meta-analysis oral language reading comprehension word reading Index. décimale : PER Périodiques Résumé : The ability to understand what one reads, or reading comprehension, is central to academic success. For many children with autism spectrum disorder (ASD), reading comprehension is a noted area of challenge. For children with typical development, it is well established that successful reading comprehension requires two broad skills: word reading and oral language. For children with ASD, word reading is often believed to be relatively intact, even in the face of poor reading comprehension, suggesting that deficits in oral language, more than in word reading, underlie reading comprehension deficits. Yet, extant research has suggested the importance of both skills. To clarify the role of these skills in the reading comprehension of children with ASD, we conducted a meta-analysis. ERIC, PsycINFO, PubMed, and Proquest Dissertation & Theses were searched for studies of reading comprehension in children with ASD, published up to May 2019. We identified 26 relevant studies about children with ASD (aged 6-18?years) that included both a measure of word reading and reading comprehension. Hunt-Schmidt Random Effects Models showed similar mean correlations between reading comprehension and the component skills of word reading (M r = 0.65 [0.27-1.03]) and oral language (M r = 0.61 [0.33-0.88]). These findings demonstrate that these skills are essential for reading comprehension in children with ASD, making contributions of similar size. This study advances our understanding of the mechanisms by which children with ASD understand what they read, providing a foundation on which to build programmatic research into each of these mechanisms. LAY SUMMARY: Academic progress is closely tied to children's ability to understand what they read. Yet reading comprehension is difficult for many children with autism spectrum disorder (ASD). We used a statistical method to summarize existing research on the skills that children with ASD use to understand what they read. We found that the reading comprehension of children with ASD was related to a similar extent to both their ability to read individual words and their oral language skills. These findings suggest that both areas should be assessed in order to determine appropriate interventions to support reading comprehension for children with ASD. Autism Res 2021, 14: 840-858. © 2021 International Society for Autism Research, Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder / Helen Y. LEE in Autism, 25-1 (January 2021)
[article]
Titre : Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen Y. LEE, Auteur ; Cheryl VIGEN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Isabel M SMITH, Auteur ; Jessica BRIAN, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.33-43 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder First-Year Inventory high-risk infancy validity Index. décimale : PER Périodiques Résumé : The First-Year Inventory 2.0 is a parent-report screening instrument designed to identify 12-month-old infants at risk for an eventual diagnosis of Autism Spectrum Disorder. This instrument focuses on Social-Communication and Sensory-Regulatory areas of infant behavior. Although the First-Year Inventory 2.0 screening performance has been previously studied, its validity has not been examined. Establishing validity of an instrument is important because it supports the effectiveness and the reliability of the instrument. In this study, we examined relationship between the First-Year Inventory 2.0 (Social-Communication and Sensory-Regulatory areas) and other instruments that measure similar areas of infant behavior in a sample of high-risk infant siblings of children with Autism Spectrum Disorder. These other instruments share some common aims and theoretical areas with the First-Year Inventory 2.0: the Autism Observation Scale for Infants, the Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales-II, and the Infant Behavior Questionnaire. Findings generally supported the validity of the First-Year Inventory 2.0 with other instruments. In particular, the Social-Communication area of the First-Year Inventory 2.0 showed greater commonality with other instruments than in the Sensory-Regulatory area. The Sensory-Regulatory area seemed to be a unique feature of the First-Year Inventory 2.0 instrument. Considering different aims and strengths of assessments, researchers and clinicians are encouraged to utilize a variety of instruments in a comprehensive evaluation of a child. En ligne : http://dx.doi.org/10.1177/1362361320947325 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Autism > 25-1 (January 2021) . - p.33-43[article] Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen Y. LEE, Auteur ; Cheryl VIGEN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Isabel M SMITH, Auteur ; Jessica BRIAN, Auteur ; Linda R. WATSON, Auteur ; Elizabeth R. CRAIS, Auteur ; Grace T. BARANEK, Auteur . - p.33-43.
Langues : Anglais (eng)
in Autism > 25-1 (January 2021) . - p.33-43
Mots-clés : Autism Spectrum Disorder First-Year Inventory high-risk infancy validity Index. décimale : PER Périodiques Résumé : The First-Year Inventory 2.0 is a parent-report screening instrument designed to identify 12-month-old infants at risk for an eventual diagnosis of Autism Spectrum Disorder. This instrument focuses on Social-Communication and Sensory-Regulatory areas of infant behavior. Although the First-Year Inventory 2.0 screening performance has been previously studied, its validity has not been examined. Establishing validity of an instrument is important because it supports the effectiveness and the reliability of the instrument. In this study, we examined relationship between the First-Year Inventory 2.0 (Social-Communication and Sensory-Regulatory areas) and other instruments that measure similar areas of infant behavior in a sample of high-risk infant siblings of children with Autism Spectrum Disorder. These other instruments share some common aims and theoretical areas with the First-Year Inventory 2.0: the Autism Observation Scale for Infants, the Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales-II, and the Infant Behavior Questionnaire. Findings generally supported the validity of the First-Year Inventory 2.0 with other instruments. In particular, the Social-Communication area of the First-Year Inventory 2.0 showed greater commonality with other instruments than in the Sensory-Regulatory area. The Sensory-Regulatory area seemed to be a unique feature of the First-Year Inventory 2.0 instrument. Considering different aims and strengths of assessments, researchers and clinicians are encouraged to utilize a variety of instruments in a comprehensive evaluation of a child. En ligne : http://dx.doi.org/10.1177/1362361320947325 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Moral foundations theory in autism spectrum disorder: A qualitative investigation / Erin E. DEMPSEY in Autism, 24-8 (November 2020)
[article]
Titre : Moral foundations theory in autism spectrum disorder: A qualitative investigation Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. DEMPSEY, Auteur ; Chris MOORE, Auteur ; Annie E. RICHARD, Auteur ; Isabel M SMITH, Auteur Article en page(s) : p.2202-2212 Langues : Anglais (eng) Mots-clés : *autism spectrum disorders *commonsense psychology *ethics *moral emotion *moral foundations theory *morality *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Morality is important for how humans treat each other and non-human animals. Differences in moral thinking have been found between autistic and neurotypical individuals. This research has relied on ways of thinking about moral psychology that suggest that mature morals develop as individuals learn to take the perspectives of others. Yet, even autistic individuals, who sometimes differ in their ability to take others' perspectives, make moral judgements that are similar to neurotypical individuals. Moral foundations theory suggests that moral psychology is not hierarchical but differs depending on culture. This theory could therefore help make sense of similarities and differences in autistic and neurotypical moral thinking. Moral foundations theory has not yet been investigated among autistic individuals. In this study, we interviewed autistic adults as a first attempt at understanding how moral foundations theory fits with autistic moral thinking. We found that all five moral foundations of moral foundations theory were represented in the interviews, yet certain foundations appeared more prominent than others. The autistic adults interviewed in our study discussed issues of care and fairness more than of loyalty, authority or purity when prompted to discuss moral transgressions. Future research should use quantitative methods to compare groups of autistic and neurotypical individuals to clarify similarities and differences in moral thinking between the groups. En ligne : http://dx.doi.org/10.1177/1362361320939331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2202-2212[article] Moral foundations theory in autism spectrum disorder: A qualitative investigation [Texte imprimé et/ou numérique] / Erin E. DEMPSEY, Auteur ; Chris MOORE, Auteur ; Annie E. RICHARD, Auteur ; Isabel M SMITH, Auteur . - p.2202-2212.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2202-2212
Mots-clés : *autism spectrum disorders *commonsense psychology *ethics *moral emotion *moral foundations theory *morality *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Morality is important for how humans treat each other and non-human animals. Differences in moral thinking have been found between autistic and neurotypical individuals. This research has relied on ways of thinking about moral psychology that suggest that mature morals develop as individuals learn to take the perspectives of others. Yet, even autistic individuals, who sometimes differ in their ability to take others' perspectives, make moral judgements that are similar to neurotypical individuals. Moral foundations theory suggests that moral psychology is not hierarchical but differs depending on culture. This theory could therefore help make sense of similarities and differences in autistic and neurotypical moral thinking. Moral foundations theory has not yet been investigated among autistic individuals. In this study, we interviewed autistic adults as a first attempt at understanding how moral foundations theory fits with autistic moral thinking. We found that all five moral foundations of moral foundations theory were represented in the interviews, yet certain foundations appeared more prominent than others. The autistic adults interviewed in our study discussed issues of care and fairness more than of loyalty, authority or purity when prompted to discuss moral transgressions. Future research should use quantitative methods to compare groups of autistic and neurotypical individuals to clarify similarities and differences in moral thinking between the groups. En ligne : http://dx.doi.org/10.1177/1362361320939331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Parent-Reported Rates and Clinical Correlates of Suicidality in Children with Autism Spectrum Disorder: A Longitudinal Study / Michelle C. HUNSCHE in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
[article]
Titre : Parent-Reported Rates and Clinical Correlates of Suicidality in Children with Autism Spectrum Disorder: A Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Michelle C. HUNSCHE, Auteur ; Sonja SAQUI, Auteur ; Pat MIRENDA, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Mayada ELSABBAGH, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M SMITH, Auteur ; Peter SZATMARI, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.3496-3509 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Externalizing symptoms Internalizing symptoms Suicide Index. décimale : PER Périodiques Résumé : This study investigated rates of suicidal ideation (SI) and suicidal and/or self-injurious behaviour (SSIB) reported by parents on the Child Behavior Checklist for 178 children with ASD over four annual assessments (ages 7-11 years). Analyses examined the frequency and persistence of SI and SSIB, and the association of SI and SSIB at any time point with child characteristics and internalizing and externalizing problems at age 7. SI occurred in 9.6% of children and was associated with fewer ASD symptoms and better adaptive functioning at age 7. SSIB occurred in 14.6% and was associated with poorer adaptive functioning and more externalizing behaviour at age 7. Internalizing problems were not associated with SI or SSIB at any time point. SI and SSIB rarely co-occurred (4%). En ligne : http://dx.doi.org/10.1007/s10803-020-04373-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3496-3509[article] Parent-Reported Rates and Clinical Correlates of Suicidality in Children with Autism Spectrum Disorder: A Longitudinal Study [Texte imprimé et/ou numérique] / Michelle C. HUNSCHE, Auteur ; Sonja SAQUI, Auteur ; Pat MIRENDA, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Mayada ELSABBAGH, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M SMITH, Auteur ; Peter SZATMARI, Auteur ; Wendy J. UNGAR, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Connor M. KERNS, Auteur . - p.3496-3509.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3496-3509
Mots-clés : Autism spectrum disorder Externalizing symptoms Internalizing symptoms Suicide Index. décimale : PER Périodiques Résumé : This study investigated rates of suicidal ideation (SI) and suicidal and/or self-injurious behaviour (SSIB) reported by parents on the Child Behavior Checklist for 178 children with ASD over four annual assessments (ages 7-11 years). Analyses examined the frequency and persistence of SI and SSIB, and the association of SI and SSIB at any time point with child characteristics and internalizing and externalizing problems at age 7. SI occurred in 9.6% of children and was associated with fewer ASD symptoms and better adaptive functioning at age 7. SSIB occurred in 14.6% and was associated with poorer adaptive functioning and more externalizing behaviour at age 7. Internalizing problems were not associated with SI or SSIB at any time point. SI and SSIB rarely co-occurred (4%). En ligne : http://dx.doi.org/10.1007/s10803-020-04373-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Predictors of longer-term development of expressive language in two independent longitudinal cohorts of language-delayed preschoolers with Autism Spectrum Disorder / Vanessa H. BAL in Journal of Child Psychology and Psychiatry, 61-7 (July 2020)
PermalinkRelationship Between Early Social-Emotional Behavior and Autism Spectrum Disorder: A High-Risk Sibling Study / Sarah RAZA in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkScreening for Behavioral Signs of Autism Spectrum Disorder in 9-Month-Old Infant Siblings / Lori-Ann R. SACREY in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
PermalinkStability and change in autism spectrum disorder diagnosis from age 3 to middle childhood in a high-risk sibling cohort / Jessica BRIAN in Autism, 20-7 (October 2016)
PermalinkTemperament influences the relationship between symptom severity and adaptive functioning in children with autism spectrum disorder / Vivian LEE in Autism, 24-8 (November 2020)
PermalinkThe association between social emotional development and symptom presentation in autism spectrum disorder / Kyle B. REID in Development and Psychopathology, 32-4 (October 2020)
PermalinkVariable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis / Yun-Ju CHEN in Autism, 27-8 (November 2023)
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