Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD / Rebecca ELIAS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1279-1284 Titre : Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca ELIAS, Auteur ; Caitlin M. CONNER, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1279-1284 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The transition to postsecondary education is characterized by many changes for adolescents with autism spectrum disorder (ASD). A data-based understanding of a student?s readiness for postsecondary education could help students, and their parents, better prepare for this life transition. The Transition Readiness Scale (TRS) was created to address this need. The TRS is a self/other-report questionnaire used to assess postsecondary readiness across behavioral, cognitive, and emotional domains among adolescents 15-18 years of age. The present study details measure development and provides preliminary psychometric properties in a sample of transition-aged youth with ASD. Results indicate strong internal consistency, adequate item-level analyses, and discriminant and concurrent validity. Future validation of the TRS in large-scale field testing is merited to inform clinical interpretation. En ligne : https://doi.org/10.1007/s10803-022-05449-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD [Texte imprimé et/ou numérique] / Rebecca ELIAS, Auteur ; Caitlin M. CONNER, Auteur ; Susan W. WHITE, Auteur . - p.1279-1284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1279-1284 Index. décimale : PER Périodiques Résumé : The transition to postsecondary education is characterized by many changes for adolescents with autism spectrum disorder (ASD). A data-based understanding of a student?s readiness for postsecondary education could help students, and their parents, better prepare for this life transition. The Transition Readiness Scale (TRS) was created to address this need. The TRS is a self/other-report questionnaire used to assess postsecondary readiness across behavioral, cognitive, and emotional domains among adolescents 15-18 years of age. The present study details measure development and provides preliminary psychometric properties in a sample of transition-aged youth with ASD. Results indicate strong internal consistency, adequate item-level analyses, and discriminant and concurrent validity. Future validation of the TRS in large-scale field testing is merited to inform clinical interpretation. En ligne : https://doi.org/10.1007/s10803-022-05449-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder / Susan W. WHITE in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3072-3078 Titre : Development of a College Transition and Support Program for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Rebecca ELIAS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Isaac C. SMITH, Auteur ; Caitlin M. CONNER, Auteur ; Susan B. ASSELIN, Auteur ; Patricia HOWLIN, Auteur ; Elizabeth E. GETZEL, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.3072-3078 Langues : Anglais (eng) Mots-clés : Autism  College  Transition  Adult Index. décimale : PER Périodiques Résumé : Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-017-3236-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Development of a College Transition and Support Program for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Rebecca ELIAS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Isaac C. SMITH, Auteur ; Caitlin M. CONNER, Auteur ; Susan B. ASSELIN, Auteur ; Patricia HOWLIN, Auteur ; Elizabeth E. GETZEL, Auteur ; Carla A. MAZEFSKY, Auteur . - p.3072-3078. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3072-3078 Mots-clés : Autism  College  Transition  Adult Index. décimale : PER Périodiques Résumé : Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-017-3236-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Diagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study / Rebecca ELIAS in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-9 (September 2022) . - p.973-983 Titre : Diagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca ELIAS, Auteur ; Catherine LORD, Auteur Article en page(s) : p.973-983 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis/psychology  Autistic Disorder  Child  Child, Preschool  Cohort Studies  Follow-Up Studies  Humans  Longitudinal Studies  Young Adult  Autism  longitudinal  outcome Index. décimale : PER Périodiques Résumé : BACKGROUND: This longitudinal study of autism symptom trajectories provides unique information that can characterize autism features and diagnostic patterns from childhood to adulthood. METHODS: Participants (n=155) were part of a longitudinal cohort referred for possible autism where in-person assessments were completed at ages 2, 3, 5, 9, 19, and 25. Assessors were blinded to previous diagnoses. Based on adult best estimate diagnoses, participants were categorized into one of the four groups: Retained ASD, Lost ASD, Never Had ASD, or Gained ASD Diagnosis. To examine developmental changes in autism symptoms, mixed models indicated the rate of change in ADOS CSS and ADI-R scores in each diagnostic group. RESULTS: A subset of participants with VIQ> and<70 were assigned a diagnosis in adulthood that differed from diagnoses earlier in development. Across cognitive levels, the majority of novel diagnoses emerged in adulthood. For those with VIQ>70, improvements in ADOS CSS over time for the Lost Diagnosis group and worsening in CSS in the Gained Diagnosis group were gradual. Individuals with VIQ>70 who lost a diagnosis even in adulthood could be distinguished on CSS and ADI-R scores by age 5 from those who retained their ASD diagnosis. Although most participants with VIQ<70 saw decreases in autistic symptoms as a whole, changes in autism diagnoses were confounded by disentangling profound intellectual disability as a differential diagnosis or co-occurrence. Only the Never Had Diagnosis group revealed significant changes in ADOS scores over time, with autism symptoms increasing. CONCLUSIONS: Associated with gradual changes in core features of autism beginning in childhood, diagnoses of autism can shift across development. En ligne : http://dx.doi.org/10.1111/jcpp.13551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Diagnostic stability in individuals with autism spectrum disorder: insights from a longitudinal follow-up study [Texte imprimé et/ou numérique] / Rebecca ELIAS, Auteur ; Catherine LORD, Auteur . - p.973-983. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-9 (September 2022) . - p.973-983 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/diagnosis/psychology  Autistic Disorder  Child  Child, Preschool  Cohort Studies  Follow-Up Studies  Humans  Longitudinal Studies  Young Adult  Autism  longitudinal  outcome Index. décimale : PER Périodiques Résumé : BACKGROUND: This longitudinal study of autism symptom trajectories provides unique information that can characterize autism features and diagnostic patterns from childhood to adulthood. METHODS: Participants (n=155) were part of a longitudinal cohort referred for possible autism where in-person assessments were completed at ages 2, 3, 5, 9, 19, and 25. Assessors were blinded to previous diagnoses. Based on adult best estimate diagnoses, participants were categorized into one of the four groups: Retained ASD, Lost ASD, Never Had ASD, or Gained ASD Diagnosis. To examine developmental changes in autism symptoms, mixed models indicated the rate of change in ADOS CSS and ADI-R scores in each diagnostic group. RESULTS: A subset of participants with VIQ> and<70 were assigned a diagnosis in adulthood that differed from diagnoses earlier in development. Across cognitive levels, the majority of novel diagnoses emerged in adulthood. For those with VIQ>70, improvements in ADOS CSS over time for the Lost Diagnosis group and worsening in CSS in the Gained Diagnosis group were gradual. Individuals with VIQ>70 who lost a diagnosis even in adulthood could be distinguished on CSS and ADI-R scores by age 5 from those who retained their ASD diagnosis. Although most participants with VIQ<70 saw decreases in autistic symptoms as a whole, changes in autism diagnoses were confounded by disentangling profound intellectual disability as a differential diagnosis or co-occurrence. Only the Never Had Diagnosis group revealed significant changes in ADOS scores over time, with autism symptoms increasing. CONCLUSIONS: Associated with gradual changes in core features of autism beginning in childhood, diagnoses of autism can shift across development. En ligne : http://dx.doi.org/10.1111/jcpp.13551 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Emotion regulation and executive function: Associations with depression and anxiety in autism / Caitlin M. CONNER in Research in Autism Spectrum Disorders, 101 (March 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 101 (March 2023) . - 102103 Titre : Emotion regulation and executive function: Associations with depression and anxiety in autism Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin M. CONNER, Auteur ; Rebecca ELIAS, Auteur ; Isaac C. SMITH, Auteur ; Susan W. WHITE, Auteur Article en page(s) : 102103 Langues : Anglais (eng) Mots-clés : Emotion regulation  Executive functioning  Depression  Anxiety  Cognitive flexibility  Inhibition Index. décimale : PER Périodiques Résumé : Background Adolescents and young adults with autism spectrum disorder (ASD) are prone to experience co-occurring mental health conditions such as mood or anxiety disorders, as well as impairments in emotion regulation and executive functioning. However, little research has examined inter-relationships among these constructs, despite evidence of additional stressors and increased risk of internalizing disorders at this age, relative to non-autistic individuals. If either emotion regulation or executive functioning are shown to have patterns of association with mental health, this can inform mechanism-based intervention. Method Fifty-seven autistic adolescents and adults (16 “25 years) with ASD in a transition intervention completed questionnaires and clinician-administered measures at baseline. Analyses assessed whether executive functioning impairment, above and beyond emotion regulation impairment, were associated with depression and anxiety symptoms. Results ASD characteristics, emotion regulation, anxiety, and depression were significantly correlated. ASD characteristics was a significant contributor to depression and emotion regulation impairments were significant contributors to anxiety and depression. Findings indicated that inhibition difficulties did not uniquely contribute to depression or anxiety above emotion regulation impairment. Difficulties in cognitive flexibility were associated with depression above and beyond ASD characteristics, IQ, and emotion regulation, but not associated with anxiety. Conclusions Although preliminary, findings suggest that inflexibility and regulatory impairment should be considered in depression remediation approaches. Improving ER, on the other hand, may have broader transdiagnostic impact across both mood and anxiety symptoms in ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Emotion regulation and executive function: Associations with depression and anxiety in autism [Texte imprimé et/ou numérique] / Caitlin M. CONNER, Auteur ; Rebecca ELIAS, Auteur ; Isaac C. SMITH, Auteur ; Susan W. WHITE, Auteur . - 102103. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102103 Mots-clés : Emotion regulation  Executive functioning  Depression  Anxiety  Cognitive flexibility  Inhibition Index. décimale : PER Périodiques Résumé : Background Adolescents and young adults with autism spectrum disorder (ASD) are prone to experience co-occurring mental health conditions such as mood or anxiety disorders, as well as impairments in emotion regulation and executive functioning. However, little research has examined inter-relationships among these constructs, despite evidence of additional stressors and increased risk of internalizing disorders at this age, relative to non-autistic individuals. If either emotion regulation or executive functioning are shown to have patterns of association with mental health, this can inform mechanism-based intervention. Method Fifty-seven autistic adolescents and adults (16 “25 years) with ASD in a transition intervention completed questionnaires and clinician-administered measures at baseline. Analyses assessed whether executive functioning impairment, above and beyond emotion regulation impairment, were associated with depression and anxiety symptoms. Results ASD characteristics, emotion regulation, anxiety, and depression were significantly correlated. ASD characteristics was a significant contributor to depression and emotion regulation impairments were significant contributors to anxiety and depression. Findings indicated that inhibition difficulties did not uniquely contribute to depression or anxiety above emotion regulation impairment. Difficulties in cognitive flexibility were associated with depression above and beyond ASD characteristics, IQ, and emotion regulation, but not associated with anxiety. Conclusions Although preliminary, findings suggest that inflexibility and regulatory impairment should be considered in depression remediation approaches. Improving ER, on the other hand, may have broader transdiagnostic impact across both mood and anxiety symptoms in ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

Intellectual Disability in Autism Spectrum Disorder / Rebecca ELIAS ; Shivali SARAWGI

Public ISBD in The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions / Susan W. WHITE Titre : Intellectual Disability in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca ELIAS, Auteur ; Shivali SARAWGI, Auteur Année de publication : 2020 Importance : p.177-197 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Intellectual disability (ID) and autism spectrum disorder (ASD) are two neurodevelopmental disorders noted to have a high degree of overlap and co-occurrence. Historically, symptoms of ID were reported to co-occur in approximately 70% or more of those with ASD; however, the rate of co-occurrence is now believed to be around 30%. As the perceptions and diagnostic conceptualization of each condition by itself have changed over time, our knowledge of the overlap and the relationship between ID and ASD has similarly changed. This chapter provides a brief overview of the relationship between ID and ASD and focuses more on the complexities and nuances pertaining to etiology, diagnosis, and assessment of symptoms that may covary or may differentially occur. Finally, the chapter provides a summary of current evidence-based interventions for use in those who have ASD and co-occurring ID, as well as a look toward future directions for investigation. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 in The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions / Susan W. WHITE Intellectual Disability in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Rebecca ELIAS, Auteur ; Shivali SARAWGI, Auteur . - 2020 . - p.177-197. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Intellectual disability (ID) and autism spectrum disorder (ASD) are two neurodevelopmental disorders noted to have a high degree of overlap and co-occurrence. Historically, symptoms of ID were reported to co-occur in approximately 70% or more of those with ASD; however, the rate of co-occurrence is now believed to be around 30%. As the perceptions and diagnostic conceptualization of each condition by itself have changed over time, our knowledge of the overlap and the relationship between ID and ASD has similarly changed. This chapter provides a brief overview of the relationship between ID and ASD and focuses more on the complexities and nuances pertaining to etiology, diagnosis, and assessment of symptoms that may covary or may differentially occur. Finally, the chapter provides a summary of current evidence-based interventions for use in those who have ASD and co-occurring ID, as well as a look toward future directions for investigation. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Exemplaires

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Measuring Social Motivation in Autism Spectrum Disorder: Development of the Social Motivation Interview / Rebecca ELIAS in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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Perceived negative impact of caregiving demands in parents of individuals with autism spectrum disorders from 9 to 25 years of age / Kourtney CHRISTOPHER in Research in Autism Spectrum Disorders, 106 (August 2023)  

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Trajectories of co-occurring psychopathology symptoms in autism from late childhood to adulthood / James B. MCCAULEY in Development and Psychopathology, 32-4 (October 2020)  

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